O que diz o projeto pedagógico do curso de licenciatura em matemática da Universidade Estadual do Maranhão sobre a formação de professores?

• Ano de defesa: 2018
• Autor(a) principal: SANTOS, Gilvan Azevedo dos
• Orientador(a): VALLE, Mariana Guelero do
• Banca de defesa: VALLE, Mariana Guelero do , SANTOS, Sandra Regina Rodrigues , FERNANDES, Déa Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
• Departamento: DEPARTAMENTO DE BIOLOGIA/CCBS
• País: Brasil
• Palavras-chave em Português: Projeto Pedagógico; Formação de Professores; Ensino e Aprendizagem; Matemática; Educação Matemática
• Palavras-chave em Inglês: Pedagogical Project; Teacher Training; Teaching and learning; Mathematics; Mathematics Education.
• Área do conhecimento CNPq: Planejamento e Avaliação Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2257

This work seeks to understand the characteristics of teacher training in Mathematics from the analysis of the conceptions of theoretical and didactic-pedagogical training present in the Pedagogical Project of the Mathematics Degree course of the State University of Maranhão - UEMA, Paulo VI Campus. In order to achieve this goal, the research was carried out in a qualitative approach, using documentary research and the dialectical method as a theoretical and methodological support. From the categories "Mathematics conception of the PP", "conception of Teaching of Mathematics of the PP", "Formation of Teachers of Mathematics conception" and "curriculum of Degree of Mathematics", was realized the analysis of the content. It was possible to observe that there is no explicit indication of which philosophical conception of Mathematics guides the Pedagogical Project of the course, but we find elements that approach the absolutist philosophical conceptions that defend the ineffability of Mathematics. With respect to the conception of Mathematics Teaching, we find that the document does not deepen the knowledge of the real context of development of the teaching-learning process, showing ideas that do not materialize in the training actually offered, which characterize the disintegration between theories and practices. Although in some aspects the document makes reference to Mathematical Education, we realize that there is a superficial understanding about this area of mathematical knowledge. In relation to the curriculum we find that there is a traditional understanding that sees the curriculum only as a set of disciplines organized in a structure in which the specific curricular components almost always overlap the pedagogical curricular components. We conclude that there is a need to develop a national policy of teacher training, articulating theory and practice, involving the whole academic and scholar community in the processes of teacher training, in order to overcome dialectically the crystallized forms of traditional pedagogical practice. That the formation of teachers be constituted from a humanistic perspective, with creative capacity, ethical commitment and critical view of reality.