Listening to Bia and looking for new ways for the permanent formation of teachers of mathematics
Keywords:
Permanent Formation of Teachers, Mathematics Education, Phenomenology.Abstract
By means of a qualitative analysis with parameters based on phenomenology, this article aims at analysing and understanding some aspects of the permanent formation (also known – but still very much discussed – as the continuing activities of the teacher after he graduates, or the initial formation). The point of departure was the study of a report by one Mathematics teacher on her participation at courses, seminars, workshops and other instances of permanent formation. The elements resulting from the analysis were then compared to the findings of contemporary literature on the formation of teachers of Mathematics.
Downloads
How to Cite
Issue
Section
License
Declaration of originality
We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
Attribution 4.0 International (CC BY 4.0)
This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)
