Educação, escola e matemática escolar: sentidos dos professores de matemática da educação básica
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação e Pesquisa
ISSN
1678-4704
Página(s)/e-location
e228971
Idioma(s)
pt, en
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
A formação inicial do professor de matemática tem sido objeto de discussão nas esferas governamentais e nas Sociedades Brasileiras de Educação Matemática e de Matemática. Por consequência disso, percebe-se avanços em alguns pontos críticos, dentre os quais destaca-se – o excesso de matemática acadêmica desarticulada da matemática escolar; e – a aproximação das tendências teórico-metodológicas da educação matemática com a organização curricular dos cursos de licenciatura em matemática. Todavia, ainda estão ausentes as conversas envolvendo as distintas e variadas dimensões que interferem no processo de ensino e aprendizagem da matemática escolar; e as diferentes teorias do currículo. Em virtude disso, a neutralidade do conhecimento matemático e a excessiva preocupação com a dimensão normativa do currículo continuam sendo protagonistas na formação inicial do professor de matemática. Neste sentido, o presente artigo teve como objetivo investigar aspectos relacionados à percepção e entendimento de professores da disciplina de matemática na educação básica, acerca das disciplinas escolares, da escola, da educação escolar e do ser professor de matemática. Metodologicamente, incluiu-se numa abordagem quali-quantitativa de pesquisa, na qual, para alcançar os objetivos do projeto, realizou-se junto aos professores de matemática da rede pública do estado de São Paulo uma pesquisa de campo, por meio de questionário disponibilizado no “ google docs ”. Teoricamente, fundamentou-se em estudos sobre teorias do currículo. Mostrou-se tangível que os professores colaboradores ainda estão muito presos à dimensão normativa do currículo, priorizando sempre o que ensinar, como ensinar e como avaliar, sem se preocuparem com outras dimensões (cultural, social, política) que interferem na organização curricular da matemática escolar.
The mathematics teacher initial training has been the subject of discussion in the governmental spheres and in the Brazilian Societies of Mathematical Education and of Mathematics. As a consequence of this, we notice advances in some critical points, among which stands out - the excess of academic mathematics disarticulated from the school mathematics; and - the approximation of the mathematics education theoretical-methodological trends with the mathematics undergraduate courses curricular organization. However, there are still absent the conversations involving the different and varied dimensions that interfere in the teaching and learning process of school mathematics; and the different curriculum theories. As a result, the neutrality of mathematical knowledge and the excessive concern with the normative dimension of the curriculum continue being protagonists in the mathematics teacher initial training. In this sense, this article aimed to investigate aspects related to the perception and understanding of basic education mathematics teachers about the school subjects, the school, the school education and about being a math teacher. Methodologically, it is included in a quali-quantitative research approach, in which, in order to achieve the project’s objectives, a field research, through a questionnaire available in the “Google docs”, was carried out with the public network mathematics teachers from São Paulo state. Theoretically, it was based on studies about curriculum theories. It was tangible that the collaborating teachers are still very attached to the normative dimension of the curriculum, always prioritizing what to teach, how to teach and how to evaluate, without worrying about other dimensions (cultural, social, political) that interfere in the curriculum organization.of the school mathematics.
The mathematics teacher initial training has been the subject of discussion in the governmental spheres and in the Brazilian Societies of Mathematical Education and of Mathematics. As a consequence of this, we notice advances in some critical points, among which stands out - the excess of academic mathematics disarticulated from the school mathematics; and - the approximation of the mathematics education theoretical-methodological trends with the mathematics undergraduate courses curricular organization. However, there are still absent the conversations involving the different and varied dimensions that interfere in the teaching and learning process of school mathematics; and the different curriculum theories. As a result, the neutrality of mathematical knowledge and the excessive concern with the normative dimension of the curriculum continue being protagonists in the mathematics teacher initial training. In this sense, this article aimed to investigate aspects related to the perception and understanding of basic education mathematics teachers about the school subjects, the school, the school education and about being a math teacher. Methodologically, it is included in a quali-quantitative research approach, in which, in order to achieve the project’s objectives, a field research, through a questionnaire available in the “Google docs”, was carried out with the public network mathematics teachers from São Paulo state. Theoretically, it was based on studies about curriculum theories. It was tangible that the collaborating teachers are still very attached to the normative dimension of the curriculum, always prioritizing what to teach, how to teach and how to evaluate, without worrying about other dimensions (cultural, social, political) that interfere in the curriculum organization.of the school mathematics.
Descrição
Palavras-chave
Formação do professor de matemática, Estudos curriculares, Saberes escolares, Matemática escolar, Mathematics teacher training, Curriculum studies, School knowledge, School mathematics
Citação
GODOY, Elenilton Vieira; GERARD, Fabio; SANTOS, Vinício de Macedo. Educação, escola e matemática escolar: sentidos dos professores de matemática da educação básica. Educação e Pesquisa, São Paulo, v. 47, p. e228971. 2021. https://doi.org/10.1590/S1678-4634202147228971. Disponível em: https://www.scielo.br/j/ep/a/NdwsRGWDKvBJ4W4MwjHZGLz/?format=html&lang=pt. Acesso em: 2023-03-10