A formação do professor que ensina matemática no Curso de Pedagogia da UFPel.

Abstract

This research is linked to the History, Curriculum, and Culture line in Mathematics Education, which refers to the teacher formation who teaches Mathematics in the elementary school. Question: How and in which way has the formation been proposed to teach Mathematics in Elementary School at UFPEL’s Pedagogy Course? It aims at analyzing the formation to teach Mathematics in Elementary school proposed by UFPEL’s Pedagogy course, from 2012 to 2019, understanding of the trainer, the Pedagogical Project of the Course, PPC, and the Teaching Plans. It is research with a qualitative approach, that uses semi-structured interviews with two teachers from UFPEL’s Mathematics subjects in the Pedagogy course and some Teaching Plans. The materials have been organized in the following categories: Formation in the Pedagogy course: manipulating and playing; Lessons in the Pedagogy course: thinking, questioning, discovering the answer and Mathematics Subjects in the Pedagogy course. The analysis shows that the classes which involved Mathematics were proposed by seminars, with the use of manipulable materials and games, with actions aimed at discovery, dialogue, communication, and mathematics concepts learning. The teacher trainers worry about the previous knowledge of students, considering the difficulties of unlearned mathematics concepts during elementary education and their struggle when associating theory with practice. The subjects that relate to Mathematics aim at teaching mathematic knowledge, methodological, didactic, curricular, and practical knowledge. It is important to point out the necessity of continuing with the discussions and research about the formation of teachers who teach mathematics in elementary education, therefore being able to produce other visions.