O Perfil de Competncias do Professor do 1 Ciclo do Ensino Bsico em Matemtica: o Professor Disponvel e o Professor Desejado

Sandra dos Anjos Canrio Custdio Ribeiro

Doutoramento em Cincias da Educao Especialidade em Desenvolvimento Curricular

Volume I

Lisboa- 2013

Resumo
Este estudo desenvolve uma perspetiva interpretativa, construtivista face ao objeto de estudo que se situa na anlise das caratersticas do professor que ensina Matemtica no 1. Ciclo do Ensino Bsico. Tem, como objetivo principal, o confronto do perfil encontrado com o perfil desejado para este professor, com base em competncias identificadas. Identifica-se a prtica, ou seja, a realidade do quotidiano docente na conjugao da prtica conhecida/explorada em consequncia do modelo de formao inicial a que se sujeitaram e as formas ou modos como continuaram essa formao. O desenho do perfil esperado sustenta-se num conjunto de teorias que cruzam conhecimentos provenientes do campo do Currculo e do campo da Formao de Professores. Para isso, elaborou-se um quadro concetual que interrelaciona aspetos curriculares com aspetos da formao e do desempenho profissional, visando a definio de um perfil de competncias. Depois, questiona-se, atravs do confronto, o perfil identificado quanto s competncias do professor de Matemtica do 1. Ciclo do Ensino Bsico e o perfil desejado para o mesmo tipo de professor. Em obedincia a este pensamento, estruturouse o trabalho em trs partes. Na primeira parte, faz-se o enquadramento terico, atravs da anlise de conceitos chave currculo, ensino e competncia do estudo de alguns modelos de formao de professores, com a identificao da sua prtica no que respeita ao ensino da Matemtica e da reflexo sobre programas (ou contedos programticos) na Matemtica. Na segunda parte apresentada a metodologia seguida neste estudo, de natureza qualitativa com suporte de alguma informao recolhida e tratada quantitativamente; faz-se a justificao terica e a descrio dos procedimentos de recolha e anlise dos dados. Na terceira parte, apresentam-se, analisam-se e interpretamse os dados recolhidos. Aponta-se, como contributo significativo deste estudo, a viso da

profissionalidade do professor, ancorada em dimenses do currculo. Mereceram particular destaque as dimenses explcitas nos planos de estudo e nos programas de ensino. Embora se reconhea importncia dimenso que engloba estratgias de ensino, no foi possvel abrang-la no objeto de estudo focalizado nesta investigao. Palavras chave: currculo, ensino, competncia e formao de professores.

Abstract
This research develops an interpretative and constructivist perspective on the study matter which places itself on the analysis of the elementary school's Mathematics teacher's profile. Its main purpose is confronting the profile observed with the desired profile to this type of teacher, grounded on identified skills. It consists of identifying teachers' day-to-day reality, combining this reality with the first learning model they have been subjected to initially, as well as how they have carried it on. The design of expected profile is based on a set of theories crossing knowlwdge from the Curriculum to the field of Teacher Training. For this, a conceptual framework has been made, which connects curriculum aspects with teachers' training and professional performance elements, aiming at the definition of a performance profile. Then, by comparing, we question the identified elementary school's Mathematics teacher's profile and the desired profile for the same type of teacher. According tothis line of thinking, we have structured our reasearch into three parts. In the first part, the theoretical framework is designed, by analyzing key concepts curriculum, teaching and skills - through the study of a few teacher training frameworks, identifying their conduct concerning Mathematics teaching as well as reflecting on Mathematics' programmes (or their contents). Secondly, we present the methodology followed in this research, a qualitative one, supported by collected data which has been analized on a quantitatively; we substantiate by theory our research and data treatment methodoogy. On the third part, the collected data is presented, analized and interpreted. This research's main contribution is the view of a teacher's professionality, based on curriculum dimensions. There was a need to highlight the dimensions which are specified on teaching plans and programmes. Although we recognize the importance of the teaching strategies dimension, it was not possible to include it in this research's specific matter.

Key words: curriculum, teaching, skills and teacher training.

Resum
Cette tude dveloppe une perspective interprtative, constructiviste de l'objet d' tude qui rside dans l'analyse des caractristiques de l'enseignant qui enseigne les mathmatiques au premier cycle de l'enseignement primaire. Il a comme objectif principal, la comparaison du profil trouv avec le profil souhait pour ce professeur, bas sur les comptences identificadas. On dfinit la pratique, savoir, la ralit des pratiques quotidiennes d'enseignement en combinant les pratiques connues / exploites en tant que rsultat du modle de formation initiale que ces enseignants ont t soumis et les formes ou les modes tels que la formation a continu. La conception du profil souhait est tay par un ensemble de thories qui traversent le champ des connaissances du domaine du curriculum et la formation des enseignants. Pour cela, nous mettons en place un cadre conceptuel, permettant de relier les aspects curriculaires et les aspects de la formation et de la performance professionelle, visant la dfinition d'un profil de comptences. Ensuite, la question est de comparer le profil identifi pour l'enseignant des mathmatiques au premier cycle de l'enseignement primaire et le profil souhait pour le mme genre d'enseignant. En fonction de cette pense, le travail a t structur en trois parties. Dans la premire partie, on prsente le cadre thorique travers d'une analyse des concepts cls - curriculum, l'enseignement et la comptence l'tude de certains modles de formation des enseignants, avec l'identification de leurs pratiques en matire d'enseignement des mathmatiques et de rflexion sur les programmes (ou contenus programmatiques) en mathmatiques.Dans la seconde partie on prsente la mthodologie de cette tude, une approche qualitative toute information collecte et traite quantitativement, on dmontre la justification thorique et la description des procdures de collecte et d'analyse des donnes. Dans la troisime partie,on prsente, on analyse et on interprte les donnes recueillies.Il faut soulign que la contribution plus importante de cette tude a t la vision du professionnalisme des enseignants, ancre dans les dimensions du curriculum. On a propos une attention particulire aux dimensions explicites dans les plans et les programmes d'enseignement. Bien qu'en reconnaissant l'importance de la dimension qui comporte des stratgies d'enseignement, nous ne pouvions pas la couvrirsur l'objet de l'tude dans cette tude.

Mots-cls: le curriculum, l'enseignement, les comptences et la formation des enseignants.