O papel da formação e das crenças no desenvolvimento da professoralidade de professoras polivalentes para o ensino de matemática

Abstract

This dissertation is the result of a qualitative research carried out in the Graduate Program in Teaching of Sciences and Mathematics - Professional Master's Degree at the Federal University of Pelotas, which had as a general objective to identify the development of the professorality of polyvalent teachers, specifically, regarding the teaching of Mathematics in the initial years. The research question for this work was: "what is the role of formation and beliefs about teaching mathematics in the the development of the professorality of polyvalent teachers, whose task is to teach mathematical content in the early years?" This study originated of acting of the researcher as scholarship student of institutional program of fellowships of initiation teaching during graduation, acting in the subproject "Mathematics in the initial years" in a school of the municipal public network of Pelotas. The subjects of this investigation were five multipurpose teachers, that is, teachers of the first years of elementary school of this school. The research was developed through a case study, because it is believed that this way it is possible to analyze deeply the researched situation. In order to account for the study, a questionnaire with open questions was applied in order to know the subjects of the research, in addition, semi-structured interviews were conducted and two other instruments were used: Mathematical biography and numbering line. Discursive Textual Analysis was used to analyze the data collected. Based on the results obtained in the study it is possible to affirm that the professorality is developed from situations that permeate the life of teachers, among which, in this study, the beliefs and initial formation that play a fundamental role in this process stand out. It can also be identified that the initial training courses that these teachers experienced did not allow favorable conditions for learning mathematical concepts, which will be necessary for teachers in their pedagogical practices.