Concepções sobre a Matemática e seu ensino de estudantes do curso de Pedagogia da UFPel

Abstract

Sharing the ideas about conceptions of João Pedro Ponte, this work sought to reflect about how the conceptions about Mathematics and its teaching by students of the Pedagogy Course at the Federal University of Pelotas are constituted/reconstituted. The construction of the theoretical reference resulted in the support of the hypothesis that underlies this reasoning, that there is a mutual influence of the social and individual aspects in the constitution/reconstitution of the conceptions about Mathematics and its teaching of the future teachers of the early years graduated at UFPel. Thus, these conceptions are in constant movement of generation, being constituted by the individual signification of the various social, cultural and scientific sources, and linked to the pedagogical practice. The social aspect conducted to the investigation of the different aspects of Basic Education, Graduation and Pedagogical Practices that act in this constitution/reconstitution. The purpose was to identify which conceptions about Mathematics and its teaching are manifested by students of the Pedagogy Course at UFPel and the different aspects that compose them. Therefore, a case study was conducted with the students of the last semester of the Pedagogy Course at UFPel. This qualitative research developed a case study with nine Pedagogy graduates from UFPel. The Collective Subject Discourse technique was used for data analysis (collective drawing and semi-structured interview). The data showed that the conceptions about Mathematics and its teaching of this group of students reflected: the traditional model as a teaching method - teacher teaches, students learn by doing exercises (Aspects of Basic Education); detachment between theory (focus on child learning) and practice (teaching experiences in school) and deficiency of systematic study of mathematics teaching methodologies (Aspects of Graduation); in the absence of methodological guidance, future teachers, during practice, either repeated the way they had been taught or sought references on the Internet and with other colleagues (Aspects of Pedagogical Practice). Therefore, the presence of aspects related to Basic Education, Graduation and Pedagogical Practices were identified in the constitution/reconstitution of the conceptions about Mathematics and its teaching.