PROFESSIONAL KNOWLEDGE MOBILIZED IN THE INITIAL TRAINING OF THE TEACHER WHO TEACHES MATHEMATICS: A REVIEW ON DISSERTATIONS AND THESES

• Autor(a) principal: Santos, Luciene Costa
• Data de Publicação: 2023
• Outros Autores: Gonçalves, Tadeu Oliver, Melo, Elisângela Aparecida Pereira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14495
• topic: Formación inicial del profesorado; Profesor de enseñanza de Matemáticas; Conocimientos profesionales.; Revisión sistemática; Initial teacher training; Teacher who teaches Mathematics; Professional knowledge; Systematic review; Formação inicial de professores; Professor que ensina Matemática; Conhecimentos profissionais; Revisão sistemática

The initial training of teachers who teach Mathematics must mobilize professional knowledge necessary for its exercise in Basic Education. In this sense, we define the research question as: In what terms do the academic research approaches the mobilization of professional knowledge in the initial formation of the teacher who teaches Mathematics? Therefore, we aim to understand how the academic research approaches the mobilization of professional knowledge in the initial formation of the teacher who teaches Mathematics. This work has a qualitative approach and is configured as bibliographic research. We used the CAPES Theses and Dissertations Catalog to select the analyzed studies. We found 4 theses and 13 dissertations through searches using keywords.. The analysis focused on the objectives, methodology,  focus of knowledge mobilization and results on the mobilization of professional knowledge. The results indicate that the mobilizations in the initial training of the teacher who teaches Mathematics took place through didactic sequences, training tasks, workshops, construction of lesson plans, construction of reflective observation reports, development of activities of the Supervised Curricular Internship, participation in PIBID formative activities and inclusive formative practice. With this, we conclude that the mobilization of professional knowledge is present in initial training, being fundamental in the training of knowledgeable, reflective and aware professionals of the complexity of the Mathematics teacher.