As disciplinas pedagógicas de prática de ensino no curso de Licenciatura em Matemática da UFAC, no período de 1962 a 1992, como constituintes de um saber específico da docência : uma matemática para ensinar

• Ano de defesa: 2022
• Autor(a) principal: Pereira, Paulo José dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Saber profissional; Matemática para ensinar; Disciplinas pedagógicas de prática de ensino; Formação de professores de matemática; História da educação matemática; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Professional knowledge; Mathematics for teaching; Pedagogical disciplines of teaching practice; Formation of mathematics teachers; History of mathematics education
• Link de acesso: http://ri.ufmt.br/handle/1/5867

This research investigated the professional knowledge of mathematics teachers, more precisely in one of the dimensions of this knowledge, which is mathematics for teaching, mobilized by the pedagogical disciplines of Teaching Practice during the formation of teachers at the Mathematics Degree course at the Federal University of Acre – UFAC, considering the years 1962 to 1992. The research is mobilized by the following question: What changes did the pedagogical disciplines of Teaching Practice III and IV, Teaching Practice I and II, and Teaching Practice VIII, provoked in the initial formation of teachers attending the course Degree in Mathematics at UFAC, mobilized by mathematics for teaching from 1962 to 1992? The hypothesis adopted considered that there is a specific knowledge of teaching, which sought to be objectified in the pedagogical rubrics of Teaching Practice. In this thesis, we call it professional knowledge, characterized by the articulation between the mathematics of teaching and mathematics for teaching (BERTINI et al., 2017). Therefore, from a historical perspective, this thesis defends that the professional-pedagogical disciplines of Teaching Practice III and IV, Teaching Practice I and II, and Teaching Practice VIII provoked changes in the curricular components of the Degree course in Mathematics at UFAC, through an element of professional knowledge, which is mathematics for teaching, thus seeking to meet the demands of initial formation and teaching. This work considered the changes that occurred for the elaboration of mathematics for teaching the course Degree in Mathematics at UFAC. To this end, documentation from higher education was used, which sought to analyze the organization of teacher training in Mathematics and the pedagogical disciplines called Teaching Practice. The theoretical-methodological contribution is supported by studies on the subject of professional knowledge, teacher training, and an element of professional knowledge, which is mathematics for teaching, theorized and produced by the Research Group on History of Educational Sciences (ERHISE) of the University of Geneva, and reverberated by the studies and research of the Research Group on the History of Mathematics Education (GHEMAT-SP), in addition to the collections of the Digital Content Repository, focused on the aspect of teacher formation and the history of professional knowledge. The main results showed that there was a movement for incorporating, even if in a timid way, the elements from the field of Educational Sciences in the course design. And yet, there were changes in the professional-pedagogical rubric of Teaching Practice, in relation to the workload, procedures, and didactic and methodological aspects in the formation of mathematics teachers at UFAC, bringing the field of sciences closer to education, through mathematics for teaching. From where there were strong indications of the existence of mathematics for teaching during the processes and dynamics of the changes in the pedagogical professional Teaching Practice disciplines.