A formadora na professora de Matemática: o pano de fundo da colcha de retalhos

Abstract

This dissertation was developed in the Postgraduate Program in Mathematics Education, in the research line “Teaching and Learning in Mathematics Education”. The study is about the emergence of trainer teacher for three Mathematics teachers from the Normal Course (Curso Normal) at secondary level, they work with students who will be teachers who teach Mathematics in the Early Years ( anos iniciais), for this we propose as a guiding question for this research: how Mathematics teachers that work at the Normal Course ( Curso Normal) of Colégio Municipal Pelotense, have become trainers? The general objective of the work was investigate the experiences that made the Mathematics teachers emerge in teacher trainer. As objectives specific, we tried to identify elements that contributed to the constitution of the professorship ("professoralidade") of trainers in the Normal Course and understand how these teachers ( trainers of PEM in first years) are formed as of experiences built in childhood, in school and academic courses and the learning for teaching in the exercise of teaching. We read and stydy many authors to elaborate this text . These are the authors: Lee Shulman; Débora Ball and collaborators; Jorge Larossa; Silvia Maria Isaia and Doris Bolzan; Marcos Pereira, Maria Isabel Cunha, Cláudio Cesar Rocha and Adriana Bastos. The methodology adopted was a qualitative approach, approaching the narrative research. For data production and analysis, we had as support Bardin's writings. The main results, we highlight the need for a solid knowledge base, especially in Mathematic , because they need to training good teachers in this area, as, by training people competent for themselves, they will also be for others; Mathematics teachers, assume themselves to be in constant transformation, as incomplete, unfinished subjects, apprentices, they understand that the trainer needs to give new meaning to her concepts of teaching and learning since they relate this process to a “third person”: their students’ students, students in the initial years of fundamental education. The Mathematics teacher of the Normal Course needs to understand formative and approach the content from a formative perspective; that the brand trainer constituted as a Mathematics teacher is related to the commitment to teaching and training teachers who will teach Mathematics and teachers as a full citizens for life.