Formação inicial de professores de Matemática: como se (des) articulam as disciplinas de formação pedagógica e as de formação específica?

Abstract

This work had as focus the initial formation of mathematic teachers. The main objective was to understand the formation of mathematic teachers of the Universidade Federal de Pelotas, beginning on the implementation of the new curriculum and, objectively, to understand how to (dis)articulate the disciplines of the specific and pedagogical field. The choice of the “object of research” elapsed of a work previously carried through, in which the discussions of the discipline of “Trabalho de Campo II” and “Prática de Ensino” were followed with a group of mathematics graduates. In that occasion, I already perceived how much the discipline of specific and pedagogical formation were disarticulated and finished by compromise the formation of the students. For the accomplishment of the study, I roamed a methodologic path that involved the official document reading, Curricular rules for Professors formation and Pedagogical Project of the graduation in Mathematics and the accomplishment of semi-structuralized interviews with a sample of five (5) professors just graduated. The criterion of choice of these subjects was to have attended the disciplines of the previously mentioned work. I also looked for identify researchs on the formation of professors, and mathematics in special, and amongst them I cite the studies of Fiorentini (2003, 2005), D’Ambrósio (1996, 2005), Cunha (1998, 2001, 2005) Pimenta (1999, 2002); Silva (2006) as important base on the confrontation of the gotten data. The data analysis looked for to understand: a) the conception on being professor that has the pupils when they enters the Course and the conception that they build during the formation; b) how they had perceived the joint of the pedagogical formation discipline and the specific formation; c) if they recognize the discussions made in several disciplines as an important and necessary moment for them future performance as professor. The results had pointed that the joint between the disciplines of pedagogical formation and of specific formation is initiate and does not provoke the future professors to think about pedagogical practices who have the pupil as informer of the knowledge construction process of the knowledge, neither provokes reflections concerning the professional identity of the mathematics professor. It was possible to also perceive, through the pupils answers, who the resume of the Mathematics is not well understood between the professors of the Course knowing, still, the strong presence of the technique rationality in this knowledge area, having as consequence the conception, almost predominant, that “to know” the specific content guarantees a “lesson of quality”.