CONTENTS OF MATHEMATICS PRESENT IN THE MATRICES OF PEDAGOGY COURSES OFFERED IN THE STATE OF TOCANTINS

• Autor(a) principal: Brandão Costa, Ademir
• Data de Publicação: 2020
• Outros Autores: Fátima Silva de Oliveira, Ritianne de, Pinho, Maria José de, Vizolli, Idemar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/479
• topic: Educação; Ensino de Matemática; Matriz curricular; Curso de Pedagogia; Education; Curricular matrix; Mathematics Teaching; Pedagogy course

We have often heard teachers who teach Mathematics in the Early Years of Elementary School complain that, in their higher education, mathematics and its teaching have been relegated to the background. This led us to analyze what mathematical contents are present in the curricular matrix of pedagogy courses offered in the state of Tocantins. This is a documentary study with a qualitative methodological perspective, substantiated by the dialogue with the literature and analysis of the curricular matrix of the courses. The results indicate weaknesses in the process of teaching mathematics in pedagogy courses due to the result that only 2% to 5.75% of the total hourly load of the course is destined to the teaching process of this science. The study indicates that factors such as reduced workload, lack of mathematical knowledge of students, combined with eminently methodological bias, the training of these professionals is compromised and, when they act in teaching, they feel limited in their pedagogical action.