A formação do professor polivalente para o ensino de matemática nos anos iniciais do ensino fundamental: uma análise de matrizes curriculares de cursos de pedagogia

• Autor(a) principal: Alves, Angela Maria
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
• Texto Completo: http://tede.metodista.br/jspui/handle/tede/2157
• topic: Ensino de matemática; Educação matemática; Curso de pedagogia; Formação de professores; Professor polivalente; Math teaching; Math education; Pedagogy Degree; Education Degree; Head Teacher; Multipurpose teacher; CIENCIAS HUMANAS::EDUCACAO

Since kindergarten, math has been part of the school curriculum, demanding from the teachers the specific knowledge and the pedagogical principles for teaching. Therefore, it is supposed that their initial qualification is substantially relevant to the pedagogical practice in the school environment. Regarding these points, this research addresses the development in Education courses, analysing the related subjects to Maths teaching, considering the following question: What do the curriculum development in Education courses reveal or hide about the initial qualification of the teachers who teach Maths in base schooling? This thesis discuss the head teacher education considering their needs for elementary school, according to the curricular guidelines for the graduation in Education, with important names about the theme, such as Fusari and Pimenta theoretical background. The importance of Maths for human development and mathematical language acquisition is approached, covering its definition and teaching perspectives for the early years, with the contribution of authors like Fiorentini, Curi e D’Ambrosio. The methodology, quality approach, present documental analysis of the curricular guidelines of 4 institutions, their math-related subjects, their course load and the indissociability between theory and practice. Considering the head teacher initial qualification implications, it was verified that IES comply with required law for the Education formation. On the other hand, the qualification models enforced by the national and state boards and the state orientation influence in the pedagogical political projects. They undermine the course identity, dispersing from Pedagogy and configuring a multipurpose qualification.(AU)