Valores no ensino e na aprendizagem da matemática: Os aspetos mais valorizados por professores portugueses
DOI:
https://doi.org/10.48489/quadrante.32632Palavras-chave:
Valores em Educação Matemática, motivação e dedicação, bem-estar, currículo e organização da escola, ensino, aprendizagemResumo
Este artigo apresenta o primeiro estudo alargado realizado em Portugal onde se identificam e discutem aspetos que os professores de matemática mais valorizam no ensino e na aprendizagem desta disciplina. O estudo seguiu uma metodologia qualitativa e recorreu a uma análise de conteúdo para categorizar as respostas dos participantes, obtidas através de um questionário eletrónico. Foram inquiridos 113 professores de matemática, a lecionar no 7.º e/ou no 10.º ano de escolaridade, acerca dos três aspetos que consideravam mais importantes no ensino e na aprendizagem da matemática. Os autores desenvolveram e operacionalizaram um protocolo de codificação baseado num quadro de análise pré-existente. Os resultados mostram que os professores inquiridos valorizam essencialmente três aspetos – a Motivação e dedicação, o Bem-estar, e Currículo e organização da escola. Isto sugere uma forte tendência para valorizar, por um lado, aspetos que responsabilizam o aluno pela sua própria aprendizagem (e.g., motivação e atenção) e, por outro, aspetos exteriores ao professor (e.g., currículo). Por fim, discutem-se implicações destes resultados para a formação de professores e o desenvolvimento curricular, considerando o momento atual de alterações curriculares em Portugal.
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