O papel de grupos de pesquisas em educação matemática na formação de futuros(as) professores(as) dos anos iniciais

• Autor(a) principal: Fonseca, Victória Pratalli da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15193
• topic: Formação inicial de professores; Grupos de pesquisa; Educação matemática; CIENCIAS HUMANAS::EDUCACAO

The article is the result of a course completion work (TCC), linked to the Degree in Pedagogy at the Federal University of São Carlos (UFSCar), in which we present referrals and results of a study developed with two Brazilian research groups in Mathematics Education, among which are part of Pedagogy academics from federal public universities. As a goal, we intend to understand their role in the initial training of future teachers, as well as the motivations for linking and staying in this space mediated by research in the perspective of unveiling conditions and rationales that emerge from active participation in meetings. The methodology adopted is part of the field of qualitative research in education in which data are primarily produced based on a Google Forms questionnaire. The theoretical framework explores problems and perspectives of teacher training through research, as well as the characterization of mathematical training and for the teaching of Mathematics by the pedagogue. In terms of results, we raised indicators that demarcate the contribution of study groups to the expansion of the didactic-pedagogical repertoire through the reflective bias made possible in the collective view of the participants of "MANCALA – Study and Research Group in Mathematics Education, Culture and Teacher Training" (CNPq/UFSCar) and the "TA'ARÕMBY - Study and Research Group in Mathematics Education and Society (CNPq/UFMS/CPNV). In view of the data production and analysis process, it is possible to conclude that the participation in the groups awakened three types of feelings due to the research bias, namely: 1. Feeling of belonging, which is directly related to the welcome in the study space; 2. The proposal of the research groups to constitute themselves as an environment of collaboration and sharing; 3. Feeling of identification that has the group environment as a collective space, of identity with the teaching career that reverberates to what it means to be a teacher.