O conhecimento do professor e as respetivas fontes: Perceções de professores de matemática do ensino básico e secundário
DOI:
https://doi.org/10.48489/quadrante.31130Palavras-chave:
educação matemática, perceções e crenças, fontes de conhecimento, conhecimento do professor, formação e desenvolvimento profissional do professorResumo
É importante compreender quais os domínios de conhecimento que os professores consideram como principais para o ensino da matemática porque as perceções (ou crenças ou atitudes) dos professores podem influenciar a forma como abordam o seu desenvolvimento profissional e o que daí aprendem. O foco deste estudo são as perceções dos professores de matemática sobre o conhecimento necessário para o ensino da matemática e sobre as respetivas fontes. Seis professores de matemática do ensino básico e secundário (7.º ao 10.º ano) da Tasmânia, Austrália, responderam a um questionário composto por oito itens de resposta aberta e os dados foram analisados por meio de análise de conteúdo dedutiva. Essencialmente, foi indicada uma única dimensão do conhecimento (conhecimento de matemática, ou conhecimento de conteúdos), em contraste com a multidimensionalidade do conhecimento profissional do professor. Várias fontes de conhecimento dos professores foram evidentes no discurso dos inquiridos, incluindo formais (workshops, conferências) e informais (interações entre pares ou colaboração), sendo que cursos universitários e referências à investigação educacional estiveram ausentes. Os contextos de formação e desenvolvimento profissional dos professores poderão explicar esses resultados e são discutidas as respetivas implicações.
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