Relação que os discentes do curso de licenciatura em matemática estabelecem com os saberes pedagógicos ofertados em sua formação

• Ano de defesa: 2016
• Autor(a) principal: Souza, Amanda Maria Rabelo
• Orientador(a): Lopes, Edinéia Tavares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• País: Brasil
• Palavras-chave em Português: Matemática; Ensino de matemática; Estudantes de matemática; Conhecimentos e aprendizagem; Formação de professores; Professores de matemática; Saberes docentes; Conhecimento; Saberes pedagógicos; Relação com os saberes; Formação inicial; Licenciatura em matemática; Estudantes universitários
• Palavras-chave em Inglês: Teaching knowledge; Teaching and pedagogical knowledge; Relation between knowledge and training; Initial formation; Degree in Mathematics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/5100

This dissertation is the result of a qualitative research that had the overall objective of investigating the relationship that the students of Degree in Mathematics established with the pedagogical knowledge offered in their training. As theoretical assumptions were used the notion of relationship with Charlot´s knowledge and Pimenta´s and Tardif ´s teaching knowledge. The subjects were students and coordinators of the above course. Data were collected by Documental analysis, interviews and questionnaires. As a result of the document analysis, we concluded that the Basic training disciplines discuss the knowledge and Complementary Training courses have pedagogical knowledge, however, do not reach the study of pedagogical knowledge oriented training of the mathematics teacher. We inferred that, a possible gap in the training of these future teachers. In the interviews, we found in the speeches of the coordinators both understand teachers and pedagogical knowledge as those that are being worked on in the teaching subjects, assessment and curriculum practices and others, and teaching knowledge those worked in specific disciplines. In the questionnaires, according to the answers given by students we ascertained that they understand by teaching knowledge those worked in disciplines such as teaching, psychology of learning, assessment and curriculum and others, and knowledge of knowledge of the specific disciplines of mathematical calculation. And the relationship that is established between this knowledge will give according to their interpretations by pedagogical knowledge.