A matemática na formação de professores dos anos iniciais do ensino fundamental: relações entre a formação inicial e a prática pedagógica

• Ano de defesa: 2010
• Autor(a) principal: Cunha, Deise Rôos
• Orientador(a): Harres, João Batista Siqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; MATEMÁTICA - ENSINO FUNDAMENTAL; PROFESSORES - FORMAÇÃO PROFISSIONAL; PRÁTICA DE ENSINO; PEDAGOGIA
• Link de acesso: http://hdl.handle.net/10923/2981

In this dissertation we investigate how the Pedagogy Course develops the mathematics education of future teachers of the early years of schooling, considering that these professionals are responsible for the process of formal teaching of this subject in early schooling. That is why, we conducted a qualitative case study, considering as an empirical research field the Pedagogy Course of state Institution of higher education located in the state of Mato Grosso, Brasil. We based our data collection in documentary research, classroom observation in the subject of mathematics teaching, observation in classes taught by teachers graduated in early years and interviews with teachers, students and teachers of the course investigated. The Mathematics training is achieved through the development of two subjects: Basic Mathematics and Mathematics for beginning of schooling in which they are developed in isolation. The way that Mathematics is integrated into the curriculum design of the Faculty of Pedagogy leads us to understanding that it is presented only as a “supplement” in teacher training: a “form component” that must be fulfilled. The consequences of this type of formation has implications in the way of teaching mathematics graduates of this course. The results of this teacher education reflect in the practice of teachers graduating from this Course in mathematics. Consequently, we noticed the present of flawed understanding relating to mathematical concepts and the lack of methodological knowledge to work this content, featuring a deficiency in mathematics education in this course.All this seems to be a “vicious circle” in which the freshmen in the course does not have “estimation” and neither a reasonable comprehension of Mathematics, leading to a pedagogical practice in the early years of Elementary School is not attractive and little meaningful, reinforcing students’ aversion and difficulties with Mathematics.