A formação Matemática no Curso Normal do Colégio Municipal Pelotense: percepções de estudantes do 4º ano.

Abstract

The present study is the result of an investigation with students of the fourth year of the Normal Course, at the secondary level, of Colégio Municipal Pelotense, habilitation Anos Initials. In a qualitative approach, the study was developed from the following research problem: “How is the curriculum proposal for Mathematics of the Normal Course of Colégio Municipal Pelotense organized and what is its contribution to the construction of the necessary knowledge to teach Mathematics in the Early Years?”. The study had as general objective to analyze the formation to teach Mathematics in the Initial Years, of the Normal Course in medium level of Colégio Municipal Pelotense. In order to answer the research problem and reach the proposed objective, the studies were based on Curi (2005, 2011) Shulman (1986), Ball (2008), Tardif (2010), among others. For data collection, at first, the analysis of the documents referring to Mathematical training related to the qualification researched was carried out and, in a second moment, a conversation circle with eight students from the last year of the course, seeking to discuss their training. in Mathematics, as future teachers to work in the Early Years. For the analysis of the data produced with the students, the Bardin Content Analysis method (2011) was chosen, following the three phases proposed by the author: 1) pre-analysis, 2) exploration of the material and 3) treatment of the results , inference and interpretation.Thus, the data relating to the conversation wheel were transcribed, with a fluctuating reading of the same in order to be organized to determine indicators through clippings in the students' speeches, according to the interpretation of their meaning, characterizing the pre-analysis.In the next phase, of exploring the material, the texts were reorganized into record and context units, thus originating the following categories of analysis: performance of students in mathematics; mathematical training in the course; knowledge built along the course. The third phase concerns the treatment of results, inference and interpretation. At this stage, the treatment of results was highlighted; condensation and highlighting of information for analysis, culminating in inferential interpretations; moment of intuition, reflective and critical analysis, which is expressed through three texts, which seek to discuss about the performance of students in Mathematics, the mathematical formation in the course and then the relationship between the students' speech and the construction of knowledge teachers. From these, it can be seen that the students reveal that they arrive at the course many times with pre-defined models in relation to the teaching of Mathematics, that the course has a good curricular base, but relating it to the Common National Curricular Base , some gaps related to the thematic units are perceived and, finally, in relation to the construction of knowledge, although the construction of initial knowledge is perceived, there are some gaps although it is believed that they will be filled during the practice, during of contact with the reality of the classroom.