Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cul...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8667881 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881 |
| Access Level: | acceso abierto |
| Palabra clave: | Projeto Logos II Saberes a ensinar Saberes para ensinar Professor leigo Logos project II Lay teachers Knowledge to teach Knowledge for teaching |
| Sumario: | This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics. |
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