Banca de DEFESA: ANDRIA RAIANE COELHO CAMPOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDRIA RAIANE COELHO CAMPOS
DATE: 28/06/2022
TIME: 15:00
LOCAL: Santarém
TITLE:

TRAINING (MATHEMATICS) OF THE PEDAGOGUE FOR THE EARLY YEARS:
DIALOGICAL PERSPECTIVES IN THE CONTEXT OF REMOTE TEACHING
EMERGENCY

KEY WORDS:

Pedagogue training. Dialogism. Emergency Remote Education.

PAGES: 96
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research proposes to understand the dialogical relationships, in the circumstances of emergency remote education (ERE), in the initial formation of pedagogue who will act in the early years teaching math. Due to the restrictions generated by the Covid-19 pandemic, from March 2020, the use of virtual environment tools and resources was adopted as a data collection strategy. Based on a qualitative and interpretative research, in the light of Bakhtin's discursive dialogism (2003) and studies by researchers such as Fiorin (2018), Baverl (2014), Gatti (2011), Esteve (2002), Libâneo (2000), Barboza (2011), Tardif (2002, 2014), Lima (2011, 2013), among others, seeks to understand this "new form" of interaction between educators and students, precisely in the training of pedagogues in order to verify contributions and gaps in this form of remote education to the practice of teachers in initial training. The research corpus consists of episodes that were extracted from the eight classes recorded on video in the space of emergency remote education, with a class of 2017, of the degree course in Pedagogy of UFOPA. The first three episodes have lines transcribed from the material recorded in audio and video during the online classes. The 4th episode has clippings of texts produced by the undergraduates participating in this research. The steps or levels of analysis form the description-transcription-interpretation-synthesis sequence. The structure of these stages of analysis is based on the work of Barboza (2011). The results suggest that the practice, in remote training, tends to distance the dialogical relations between teacher-student, due to difficulties in adapting didactic tasks and pedagogy students themselves within the online class environment, demonstrated in the fragility of dialogue initiatives for a collective formulation of debates, essential aspects in the academic environment. Thus, the reflections of the dialogical episodes within the ERE in the initial formation of these pedagogues, within this research, show the urgency of considering that educational projects need to be better designed in a way that can prepare this graduate for the expectations that are, in order to avoid compromising the quality of teaching, which influenced the way of conceiving Mathematics in Basic Education.

BANKING MEMBERS:
Presidente - 1797161 - EDNILSON SERGIO RAMALHO DE SOUZA
Interno - 1980548 - GLAUCO COHEN FERREIRA PANTOJA
Externa à Instituição - PALOMA RODRIGUES SIEBERT - IFPA