O papel das licenciaturas na constituição dos saberes docentes: um estudo sobre a formação inicial do professor de matemática à luz da prática escolar

• Autor(a) principal: Toledo, Rogéria Viol Ferreira
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3446
• topic: Formação de Professores; Licenciatura em matemática; Educação matemática; Training; Degree in mathematics; Mathematics education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study aimed to analyze the role of the degree course in mathematics at the Universidade Federal de Viçosa - UFV - the acquisition of knowledge mobilized by its graduates as teachers, early career, focusing on analysis of the elements involved in the training process initial teacher. Given the assumption that the teacher, when you start your teaching practice, has the need to mobilize a lot of knowledge that often should have been acquired in their initial training, the study aimed to understand the meanings constructed by teachers of mathematics at start career on the degree course at UFV, investigate their training needs in order to work as teachers in basic education, and discuss the limits / contributions of this course in the formation of professional knowledge and performance of its graduates in teaching. For realization of this qualitative research were interviewed former students of UFV's degree in mathematics working in basic education, early career. Theoretical categories that guided the work refers to the degree courses, initial training of teaching and their knowledge and the first years of teaching, dialogue with theorists and researchers as Fiorentini (1999), Garcia (1999), Pereira (1999 ), Pepper (1999), Huberman (2000), Nóvoa (2000), Tardif (2002), Moreira and David (2005) and Niss (2010). Portraying the sociocultural profile of beginning teachers, the ways and mishaps early experiences as teachers, the knowledge mobilized in their performances and the meanings attributed by them to the degree course that formed, it was found that teachers beginning their careers undergo many challenges. Lack of experience is recurrent, however it is clear that many other problems are related to the initial and the degree course. The course in question has been of great assistance in relation to the mathematical content, but there are many gaps in teacher education, with regard to the pedagogical disciplines and the need to approach the licensing of the school, the classroom. Teachers also lack the ability to deal with different situations in the classroom and with individual differences among students. As the course curriculum itself is not able to respond to all the challenges faced by teachers, due to the specificity of each school reality, it is considered as a valid support to teachers fall into line while the transition of newly qualified teachers beginners. Perhaps groups of shares, composed of experienced teachers and beginning teachers, intermediated by the institution, may bring good results with regard to loneliness and to frequently asked questions why these teachers are. Given these results, we note that one can not speak of teacher dissociating the reality faced by professionals in this area. So think of the degrees and the initial training involves permanent opening to the voices of students and society, making the synthesis necessary for progress.