Panorama histórico da licenciatura em Matemática da UFMT - Cuiabá no período de 1960 a 2018 : um percurso traçado por meio dos PPC

• Ano de defesa: 2020
• Autor(a) principal: Mendes, Elislene
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: História da educação matemática; Licenciatura em matemática; Formação de professores de matemática; UFMT; CNPQ::CIENCIAS HUMANAS::EDUCACAO; History of mathematical education; Degree in mathematics; Mathematics teacher training
• Link de acesso: http://ri.ufmt.br/handle/1/3977

The objective of this dissertation was to build a historical panorama about the constitution of the old Degree Course in Science of Short Duration with Qualification in Mathematics, outlining the paths of its implementation and legitimation, until the current Degree Course in Mathematics offered by UFMT in the State Mato Grosso, in order to identify changes and permanence’s made explicit in the Pedagogical Projects of the Course (PPC). The present research is linked to the Graduate Program in Education of the Federal University of Mato Grosso - UFMT, in the line of research in Science Education and Mathematical Education, under the guidance of Prof. Dr. Gladys Denise Wielewski together with the Study Group and Research in Mathematical Education - GRUEPEM / MT. The investigation was guided by the following question: what historical path was established in the formation of teachers of the Degree in Mathematics in the institutional context of the Campus of Cuiabá of the Federal University of Mato Grosso, in the periods of its creation, its consolidation until the present moment? The Pedagogical Political Projects of the Full Degree Course in Mathematics, General Catalogs, Resolutions of the Higher Councils of UFMT, archives of the Mathematics Department of the Institute of Exact and Earth Sciences of UFMT were considered as research sources. Thus, the curricular matrices with the disciplines of the UFMT Mathematics Degree Courses are presented, over the years, and what steps were taken to reach what today constitutes the course. Theoretical and methodological references will be constructed based on the writings of Marc Bloch, Jacques Le Goff and Roger Chartier, all linked to the historiographical current of the School of Annales. The analysis methodology was carried out by means of document analysis, bibliographic review, and using historiographical research, through which it was possible to construct a panorama of the initial formation of Mathematics teachers at UFMT. The results obtained with the investigation point to the main trends and perspectives of regionalization, such as the division of the State, the strong presence of migration in Education, the expansion of qualified teachers at higher level, as well as the adjustment of the training of Mathematics teachers to the demands legal and social issues, a scenario that culminated in different proposals for training and disciplinary organization in the Mathematics Degree course at UFMT / CBA, such as: expansion of workload, introduction of new disciplines, conversion from short to full courses , credit systems, among others. In addition to this theoretical construction, the study presents subsidies for debate and suggests new research possibilities focused on the field of History of Mathematical Education, given that the considerations presented here allow a look at this investigation as an essay related to the theme.