Formação inicial de professores de matemática: reflexões sobre a aproximação com o campo escolar
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–18
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
As demandas sociais têm se alterado em ritmo acelerado, por isso é urgente a atualização das metodologias pedagógicas para o repensar dos processos formativos dos docentes. Nesse sentido, esta pesquisa tem como objetivo compreender como ocorre a aproximação dos licenciandos em Matemática com o campo escolar. Para tanto, foram realizadas conversas com seis egressos do Curso de Licenciatura em Matemática. As conversas foram analisadas por meio do Discurso do Sujeito Coletivo. Desse processo de análise emergiram três discursos, porém, nesse artigo será analisado somente o discurso “Aproximação com o campo escolar”, que aborda a reflexão sobre a importância do licenciando experienciar o contexto escolar desde o início da graduação, pois quando há integração entre universidade e escola, forma-se profissionais mais capacitados. As reflexões suscitam que a dicotomia entre teoria e prática ainda está presente e é recorrente nos cursos de formação de professores de Matemática, assim o estudo aponta para a necessidade de vivenciar a inserção no espaço da escola durante toda a formação inicial, oportunizando aos licenciandos a ocorrência de aprendizagem sobre conhecimentos profissionais do ser professor.
Social demands have changed at a rapid pace, so it is urgent to update pedagogical methodologies to rethink the training processes of teachers. In this sense, this research aims to understand how Mathematics undergraduates approach the school field. To this end, interviews were conducted with six graduates of the Mathematics undergraduate course. The interviews were analyzed using Collective Subject Discourse. From this analysis process, three discourses emerged, however, in this article only the discourse "Approaching the school field" will be analyzed, which addresses the reflection on the importance of the undergraduate student to experience the school context since the beginning of the undergraduate course, because when there is integration between university and school, more capable professionals are formed. The reflections raise that the dichotomy between theory and practice is still present and recurrent in mathematics teacher education courses, so the study points to the need to experience the insertion in the school space throughout the initial training, providing undergraduates with the opportunity to learn about professional knowledge of being a teacher.
Social demands have changed at a rapid pace, so it is urgent to update pedagogical methodologies to rethink the training processes of teachers. In this sense, this research aims to understand how Mathematics undergraduates approach the school field. To this end, interviews were conducted with six graduates of the Mathematics undergraduate course. The interviews were analyzed using Collective Subject Discourse. From this analysis process, three discourses emerged, however, in this article only the discourse "Approaching the school field" will be analyzed, which addresses the reflection on the importance of the undergraduate student to experience the school context since the beginning of the undergraduate course, because when there is integration between university and school, more capable professionals are formed. The reflections raise that the dichotomy between theory and practice is still present and recurrent in mathematics teacher education courses, so the study points to the need to experience the insertion in the school space throughout the initial training, providing undergraduates with the opportunity to learn about professional knowledge of being a teacher.
Descrição
Palavras-chave
Docência, Escola, Licenciandos em matemática, Teaching, School, Graduates in mathematics
Citação
NOVELLO, Tanise Paula; LOMBARDI, Rudinei dos Santos; AYRES, Luana Maria Santos da Silva; PEREIRA, Fabrine Diniz. Formação inicial de professores de matemática: reflexões sobre a aproximação com o campo escolar. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–18. 2022. https://doi.org/10.5007/1981-1322.2022.e82520. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/82520/48510. Acesso em: 2023-09-18