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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

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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, estruturou-

se 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 algunsmodelos 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 interpretam-

se 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.

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Abstract

This research develops an interpretative and constructivist perspective on the

study matter which places itself on the analysis of the elementary school's Mathematicsteacher'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.

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ResumCette 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 desenseignants, 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.