Abstract

MORETTI, Vanessa Dias. A articulação entre a formação inicial e continuada de professores que ensinam matemática: o caso da Residência Pedagógica da Unifesp. Educação. Porto Alegre [online]. 2011, vol.34, n.03, pp.385-390. ISSN 1981-2582.

This paper presents and analyzes actions articulated of initial and continued education of teachers in Universidade Federal de São Paulo, that were made on three fronts: supervised internships, the course of methodology of teaching of the Mathematics and an workshop carried through in the school-field. Having as focus the learning of the teacher who teaches mathematics, proves it collaborative activity in the teacher’s formation as process that makes possible the appropriation of new forms of making of the professor and, in such a way, the attribution of new qualities to its teaching activity. Such teaching activity, understood in accordance with the historical-cultural theory as the process of work of the professor, consist in the necessary joint between the practical and theory and it was possible by implemented actions of formation in space of collective work.

Keywords : Supervised Internships; Formation of Teachers; Mathematics’ Teachers; Continued Education; Cultural-Historical Theory.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )