Biblioteca Digital de VanguardiaPractical activity as a curricular component: readings and interpretations of legislation
This article presents aspects of a study guided by the interrogation: What is this, Practical Activity as a Curricular Component in the teacher training of Mathematics from the perspective of Brazilian Legislation? We focus on the phenomenological approach of qualitative research, using the hermeneu...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2020
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654720 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67884 |
| Sumario: | This article presents aspects of a study guided by the interrogation: What is this, Practical Activity as a Curricular Component in the teacher training of Mathematics from the perspective of Brazilian Legislation? We focus on the phenomenological approach of qualitative research, using the hermeneutics for the interpretation of the legal text. In this article, we present ways to unveil understanding of APCC by understanding / interpreting resolution n. 3/2003, which deals with the guidelines for the preparation of a degree project in Mathematics. They revealed the categories 'Training to be a teacher of mathematics' and 'Time-space of Formation', which were interpreted. It was highlighted the challenges of promoting undergraduate professional training activities that make it possible to learn mathematics with the human and social sciences, as well as to learn about society, humanity and ethics with the exact sciences, in order to graduate to form the student of Basic Education. |
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