O Programa de Matemática do 2º Ciclo do Ensino Básico de 2007 versus o Programa de Matemática do 2º Ciclo do Ensino Básico de 2013
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Data
2014
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O presente trabalho intitulado “O Programa de Matemática do 2º Ciclo do Ensino Básico de 2007 versus o Programa de Matemática do 2º Ciclo do Ensino Básico de 2013” tem como principais objetivos:
a) descrever as semelhanças e as diferenças entre os dois programas, bem como as opiniões mais relevantes sobre os mesmos;
b) caraterizar o meio e a instituição onde foi desenvolvido o estágio de 1º e 2º Ciclos do Ensino Básico;
c) apresentar a experiência da operacionalização do programa de Matemática de 2013 em contexto de estagio no 2º Ciclo do ensino Básico.
De modo a abordar esta temática, decidimos dividir este trabalho em partes. Assim sendo, começamos por fazer uma abordagem teórica acerca da temática em estudo através de uma pesquisa cuidada em obras de autores de referência nesta área, constituindo-se esta pesquisa como a base de sustentação desta investigação.
Para aprofundar ainda mais a temática por nós estudada, recorremos a entrevistas a um dos autores deste Novo Programa de Matemática (Bivar, Grosso, Oliveira & Timóteo, 2013), e à professora cooperante de Matemática no Estágio II, que teve em contacto com ambos os programas.
Num segundo momento procedeu-se a uma abordagem relativamente àquilo que foi a nossa Prática de Ensino Supervisionada, que consistiu num estágio no 1º Ciclo do Ensino Básico, e, posteriormente, num estágio no 2º Ciclo do Ensino Básico. Para tal, começamos por fazer uma breve caraterização das instituições, levando-se a cabo uma análise relativamente à sua organização interna, ao seu meio envolvente e, ainda, uma reflexão sobre o espaço escolar, nomeadamente o espaço da sala de aula e os recursos educativos existentes.
Num terceiro e último momento procedeu-se à descrição da experiência da operacionalização do Programa de Matemática do Ensino Básico de 2013 (PMEB de 2013) em contexto do nosso estágio no 2º Ciclo do Ensino Básico.
The present study entitled “The 2007 mathematics program of the 2nd cycle of the basic education versus the 2013 mathematics program of the 2nd cycle of the basic education”aims: a) Describe the similarities and differences between the two programs, as the most relevant opinions on them; b) Characterize the environment and the institution where the 1st and 2nd Cycle of the basic education internship was developed; c) Presentation of the experience of the operationalization of the 2013 mathematics program in the context of the 2nd cycle of basic education internship. In order to approach this theme, we decided to divide the study into parts. Thus, we started with a theoretical approach about the subject under study through a careful research into works of major authors in this area, constituting this research as the basis of support of this investigation. To further deepen our study, we resorted to interviewing the author of the New Mathematics Program (Bivar, Grosso, Oliveira & Timóteo, 2013), and also to my cooperative teacher of Estágio II, that had contact with both programs. On a second moment, we proceeded to an approach to what was our pedagogical practice, that has consisted of an internship. For this, we started for doing a brief characterization of the institutions, analysing their internal organization, their environment and a reflection about the school’s space, mainly the classroom’s space and the existing educational resources. We ended with a report of our pedagogical experience of the internship in the 2nd cycle, by doing a description of our observation and teaching in the scope of the mathematics classes. On a third and last moment, we proceeded to a description of the experience of the operation of the 2013 Mathematics Program of the Basic Education (MPBE, 2013) in the context of our internship on 2nd cycle of the Basic Education.
The present study entitled “The 2007 mathematics program of the 2nd cycle of the basic education versus the 2013 mathematics program of the 2nd cycle of the basic education”aims: a) Describe the similarities and differences between the two programs, as the most relevant opinions on them; b) Characterize the environment and the institution where the 1st and 2nd Cycle of the basic education internship was developed; c) Presentation of the experience of the operationalization of the 2013 mathematics program in the context of the 2nd cycle of basic education internship. In order to approach this theme, we decided to divide the study into parts. Thus, we started with a theoretical approach about the subject under study through a careful research into works of major authors in this area, constituting this research as the basis of support of this investigation. To further deepen our study, we resorted to interviewing the author of the New Mathematics Program (Bivar, Grosso, Oliveira & Timóteo, 2013), and also to my cooperative teacher of Estágio II, that had contact with both programs. On a second moment, we proceeded to an approach to what was our pedagogical practice, that has consisted of an internship. For this, we started for doing a brief characterization of the institutions, analysing their internal organization, their environment and a reflection about the school’s space, mainly the classroom’s space and the existing educational resources. We ended with a report of our pedagogical experience of the internship in the 2nd cycle, by doing a description of our observation and teaching in the scope of the mathematics classes. On a third and last moment, we proceeded to a description of the experience of the operation of the 2013 Mathematics Program of the Basic Education (MPBE, 2013) in the context of our internship on 2nd cycle of the Basic Education.
Descrição
Dissertação de Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico
Palavras-chave
Matemática , Ensino/aprendizagem , Programas , Alunos , Professores