A formação do professor de matemática na UFPel: registros sobre andanças de aluno/professor entre saberes e práticas

Abstract

The focus of this work is the training of mathematics teachers in the graduation course in Mathematics, from the day shift groups in the Universidade Federal de Pelotas (UFPel), with the objective of analyzing the pedagogical knowledge used by students/teachers in the development of teaching practice during the mandatory internship, in order to identify how this knowledge was constructed and/or re-meant. The research subjects were students/professors of the Mathematics Degree course at UFPel. For data collection, the Work Field II classes were observed, as well as, the application of a semi-structured questionnaire and observations of teaching practice. The collected data was analyzed qualitatively through discursive textual analysis by relating them to topics observed in the classroom. The authors Marcelo Garcia (1999), Sacristán (2008), Gómez (1992), Tardif (1999), Morin (2015), among others, were used as the theoretical contributions. As a result, it is possible to state that teacher training institutions need to be constantly updating and reformulating their knowledge. It was also observed that the student/teacher needs to organize the contents for the construction of knowledge, using methodologies that prioritize the student's daily life. In addition, teacher training has to bridge the gap between initial training and professional practice.