Formação inicial de professores : percepção de egressos do curso de Pedagogia que ensinam Matemática

• Autor(a) principal: Coelho Filho, Mateus de Souza
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5047
• topic: Formação inicial; Egressos; Ensino; Matemática; Anos iniciais; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Initial formation; Graduates; Teaching; Mathematics; Early years

His study highlights the initial training of teachers to teach mathematics in the early years of elementary school, who are graduates and work with the curriculum component mentioned above in the second stage (initial years) of Basic Education. The research problem investigated was to know the perception of the graduates of the Pedagogy course of the Universidade Estado do Amazonas (UEA) about the initial formation in mathematics. Its general objective is to understand the perception of graduates of the Pedagogy course at UEA about initial mathematics training. Serrazina (2014), Ghedin, Almeida and Leite (2008), D'ambrosio (2012), Curi (2004, 2005), Nacarato, Mengali, Passos (2013), Contreras (2002), Tardif (2014), Gatti (2016), Imbernón (2011), Libâneo, (2013), Mizukami (2006), Sacristán and Pérez Gómez (2009); among other authors contributed and theoretically supported the work. It is configured in a case study, aided by the qualitative approach, the data were built from a questionnaire and an interview. The analysis was performed in a descriptive and interpretive manner with the help of content analysis in this process. The subjects were 07 teachers who went through the initial training process in the Pedagogy course and who currently teach in the early years of elementary school in the urban and rural area of the municipality of Parintins-AM. The results indicate that the teachers' perception of initial training in relation to mathematics subjects focused on the early years was considered beneficial because they had the opportunity to revisit the contents studied in basic training, so that the knowledge allowed them to have a better understanding about teaching mathematics, they also affirmed that mathematical knowledge helped them in the exercise of their pedagogical practices and in the teaching and learning process, although they revealed some gaps, to the point of stating that these did not contribute as they wanted and that the subjects left something to be desired, no collaborating as they yearned and needed to learn to perform teaching in the early years, they explained about the little time devoted to the study of the knowledge and knowledge of the mathematics disciplines, believing that it was not enough to deepen them, they also reported that more practice was lacking in the study of the disciplines as a way of possibilit more experiences of / and in the classroom. When starting teaching, they faced difficulties such as lack of teaching experience, crowded classrooms, lack of mastery of mathematical knowledge by students, they had difficulties in working with aggregated and multiserial classes due to the peculiarities they demand. They suggested to increase the workload of the disciplines, to have knowledge and experiences with multiseries classes and to deepen the contents. Finally, we hope that this study will contribute to new reflections and questions about the initial training process of teachers in the early years, in particular their mathematical training, taking into account the challenges and possibilities of the practice of teacher educators in Higher Education Institutions, dialoguing with the knowledge and experiences of teachers in training, specifically in the Pedagogy Course of the University of the State of Amazonas, raising and resignifying new praxis of teachers who will work in public and private basic education schools in the reality systems of the Amazon and Brazilian regions.