• JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
 
  Bookmark and Share
 
 
Doctoral Thesis
DOI
10.11606/T.81.2018.tde-25072018-153743
Document
Author
Full name
Leonardo Fortunato Puga
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2018
Supervisor
Committee
Abdounur, Oscar Joao (President)
Campos, Gean Pierre da Silva
Lins, Abigail Fregni
Marafon, Adriana Cesar de Mattos
Villani, Alberto
Title in Portuguese
Era uma vez... uma aventura de (re)significação dialógica da prática educativa.
Keywords in Portuguese
alteridade, fundamentos da matemática
epistemologia
identidade
matemática - estudo e ensino
Abstract in Portuguese
Este estudo apresenta a questão do espaço autoral ocupado pela prática educativa do docente e de suas formas de existir, expressa na relação social (não) harmônica com os diversos "outros" com os quais dialoga frente ao ato de ensinar funções para estudantes do ensino médio. O acesso a este tipo de narrativa permite o esboço de aspectos da identidade docente, uma vez que, ao contar sua história -- para apropriar-se dela em um processo eminentemente formativo -- há um debate ligado a questões culturais e filosóficas que possibilitam diferenciar o que é seu e o que é dos outros, seu modo de ser e estar na docência, bem como as influências que integram a sua existência.
Title in English
Once upon a time... dialogic's adventure meaning of educational practice.
Keywords in English
alterity
epistemology
fundamentals of mathematics
identity
math - study and teach
Abstract in English
This study presents the issue of the authorship room occupied by the educational practice of the teacher and its forms of existence, it expressed in the (non-)harmonious relation social with the different "others" whichs he dialogues with the act of teaching functions for high school students. The access to this type of narrative allows the outline aspects of the teaching identity, once, in telling teacher's history -- to appropriate it in a process, eminently formative -- there is a debate linked to cultural and philosophical issues that makes possible to differentiate what is yours and what belongs to others, your way of being in teaching, as well as the influences that integrate the teacher's existence.
 
WARNING - Viewing this document is conditioned on your acceptance of the following terms of use:
This document is only for private use for research and teaching activities. Reproduction for commercial use is forbidden. This rights cover the whole data about this document as well as its contents. Any uses or copies of this document in whole or in part must include the author's name.
Publishing Date
2018-08-02
 
WARNING: Learn what derived works are clicking here.
All rights of the thesis/dissertation are from the authors
CeTI-SC/STI
Digital Library of Theses and Dissertations of USP. Copyright © 2001-2020. All rights reserved.