Licenciandas como professoras no estágio: qual referência de Matemática?

• Ano de defesa: 2015
• Autor(a) principal: Neuraci Dias Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Licenciatura em matemática; Prática pedagógica; Matemática escolar; Educação matemática; Estágio curricular; Educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-A3YFKD

This work is guided by the following question: how undergraduates in mathematics have approached knowledge during the traineeship and which connections do they make with elements of their own academic background? We define the following main objectives: to understand and analyze the practices of undergraduates when dealing with mathematical knowledge and to know their views on these practices, relating them to the training processes acquired so far. The activities of the academic subject named Analysis of Teaching Practice (APP) were followed during the traineeship of a group formed by mathematics students from the UFMG, day shift; it was took into account the productions of four students of this group from the fourth and eighth years at a school of the federal educational network in Belo Horizonte (MG). The field research took place through the observation of activities experienced in the APP discipline - Traineeship and elementary school, followed by a submission of interviews. On the fourth year of elementary school, it was identified that the undergraduates developed pedagogical practices intending to teach with understanding and meaning through targeted dialogues and accessible language according to the students age; they started initially through the contents already studied and the connections with other extracurricular knowledge; they showed concerns in using concrete materials to help the understanding of the content before formalizing it under the eye and guidance of their Supervisor. In the eighth grade, the undergraduates chose not to present the knowledge in a transmissive and structured way, but inviting the students to discuss, explore, deduct and "discover" new knowledge; they sought to discuss certain issues presented by the students of mathematical knowledge, not offering them the straight forward and finished answers, but getting them to think, perceive and construct a response with their aid. It was identified that the undergraduates nurtured in various formative elements of the academic course, specifically in contact with acquired knowledge in disciplines of the field of "practice" from the undergraduate's curriculum, in experiments through extension programs, in activities in scientific research, they are perceptions, concepts and own choices about the teaching and learning of mathematics (MOREIRA; DAVID, 2010). It was not evidenced in the interviews, contacts and observations, which understanding they had of the role of specific disciplines of formal mathematical content from their undergraduate degree. However, it was revealed some gaps in the initial training, especially the lack of studies and guidelines on key contents of mathematics to be taught in school.