O Ensino do Cálculo I na Formação dos Professores de Matemática na Universidade Federal de Pelotas

Abstract

In this dissertation it is presented a research done in Mathematics Degree course (Full) at Federal University of Pelotas (UFPel), limited to 1992 – 2022 period, which begins with its implementation and reaches the present day. The purpose is to identify Calculus I role in undergraduate students in Mathematics training, through the narratives of teachers who have already taught the Calculus I subject. To stablish the state of knowledge, it was made research in Brazilian Digital Library of Theses and Dissertations (BDTD), of magazines and research events annals related to the dissertation theme. The theoretical framework is made up by the authors Chervel (1990), Tardif (2014) and Goodson (1997). The methodology used was qualitative, including documentary analysis of Course's Pedagogical Projects (PPC) and teaching plans for the Calculus I subject, in order to identify the changes that occurred over the years related to the objectives, list of content, methodology, evaluation and bibliography, and through discourse analysis of a group of teachers narratives who taught the Calculus I subject in the period. To answer the research problem, a questionnaire was applied to teachers who had already taught Calculus I in the Mathematics Degree (Full) course at UFPel. Through the analysis of the documentary corpus, it was observed that there were some changes in the teaching plans of the Calculus I subject, however, it was noticed that three concepts remained: limit, continuity and derivatives. Furthermore, from 2020, the concept of functions is no longer included in the syllabus of the Calculus I subject. According to the narratives of the teachers participating in the research, it is concluded that the Calculus I subject is important in the training of Mathematics teachers, as it aims to expand mathematical knowledge, expand the teacher's field of vision, awaken students' interest, problematize problems, give a perspective on practice, among others.