Construction and appropriation of teaching knowledge: a study on the importance of academic-scientific activities in teacher education for the teaching of Mathematics

• Autor(a) principal: Machado, Marcelo Souza
• Data de Publicação: 2021
• Outros Autores: de Lima, Francisco José
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2910
• topic: Formação Inicial; Aprendizagem da Docência; Mobilização de Saberes; Initial Training; Teaching Learning; Knowledge Mobilization; Entrenamiento Inicial; Enseñanza de Aprendizaje; Movilización del Conocimiento

This work was developed with the support of the Institutional Program of Scientific Initiation Scholarship (PIBIC) and aimed to reflect on constitutive processes of future teachers, identifying academic-scientific activities as formative actions and articulating spaces of knowledge and doing in teacher education. With a qualitative approach and descriptive approach, the mapping of activities developed in a Degree course in Mathematics of a federal public institution was carried out from April 2018 to March 2020. From the set of actions raised, three axes were organized for analysis, namely: 1. Lectures and round tables as spaces for promotion to the debate, (re)construction of knowledge and development of teacher learning; 2. Meetings and seminars as spaces for reciprocal formation and 3. Extension and Improvement courses, which were discussed from the perspective of Content Analysis. It is concluded that in the initial teacher education process, in addition to the disciplines that make up the curricular matrix, the academic-scientific activities are important and constitute formative assumptions that enable studies, research and sharing that imply in the learning of knowledge for the exercise of teaching, but for this to materialize, institutional conceptions and visions will need to converge to the realization of such proposals.