Formação inicial e base de conhecimento para o ensino de matemática na perspectiva de professores iniciantes da educação básica

• Autor(a) principal: Leite, Eliana Alves Pereira
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/8107
• topic: Base de conhecimento para o ensino; Formação inicial; Professor de matemática iniciante; Initial teacher education; Knowledge base for teaching; Beginner mathematics teacher; CIENCIAS HUMANAS::EDUCACAO

This research aimed to investigate the construction of the repertoire of knowledge for the initial teacher education degree in Mathematics from the perspective of mathematics teachers beginning their careers. Thus, the focus of the investigation was the initial training of mathematics teachers, and the necessary milestones for the establishment of a teaching knowledge base for mathematics teachers professional and personal lives. As a theoretical framework, we based our study on authors who do research in teacher education, initial teacher training and the beginning of the teaching career in the area of Education as well as in Mathematics-specific Education. As for methodology, our research has a qualitative approach, with the participation of five mathematics teachers who are beginning their careers in public schools in Ji-Paraná, Rondônia State, Brazil. The teachers are graduates from the Federal University of Rondônia, Ji-Paraná Campus. In the field research, we used questionnaires and semi-structured interviews as strategies for obtaining data. The interpretation and analysis of data occurred through three thematic axes entitled: Knowledge built for teaching during initial teacher training, recognized by beginner mathematics teachers; Gaps in teacher education identified by the beginner mathematics teachers regarding construction of a knowledge base for teaching; Learning to teach and the knowledge of how to teach on the perspective of beginner mathematics teachers. As for the knowledge necessary for teaching, we chose Shulman’s interpretative and analytical categorization in delimiting the discussions on specific content knowledge, pedagogical content knowledge and general pedagogical knowledge that comprise what the author calls knowledge base for teaching. In summary, from the results obtained, we can stress that beginner mathematics teachers recognize and highlight the contribution of the initial teacher education degree in mathematics course in building knowledge that integrates the knowledge of the specific content, pedagogical content and general teaching content. Teachers also revealed a variety of gaps in the initial teacher education provided to them, highlighting the difficulties faced by them in their early career practices owing to these gaps, and the limitations and inadequacies of continuing education. They showed to have the understanding that learning to teach is an ongoing process and therefore are receptive to the idea that they are part of this learning process. Among the areas recognized as contributing to this training process the initial teacher training, general education and professional experience were highlighted as of importance. Thus, although we consider the knowledge base for teaching is not static or immutable, and therefore is the result of a formative context, and considering the randomness and the limitations of continuing education as well as beginner teacher working conditions, we defend in this work the thesis that initial teacher education training is the institutional space that meets specific conditions for providing a wide repertoire of knowledge, in order to ensure training and professional milestones for the establishment and maintenance of a teaching knowledge base that may be expanded throughout the teaching career in a solid way that is consistent with today’s teaching profession requirements.