A formação inicial do pedagogo para o ensino de matemática no 5º ano do ensino fundamental e sua relação com os resultados das avaliações externas: realidade, expectativas e perspectivas

Abstract

The evaluation of the teaching-learning process in mathematics has generated countless discussions within the educational scope. Questions linked to the adopted methodologies and teacher training are some of the factors cited for the low performance presented in the results of external evaluations in Brazil. This research seeks to delve into this context of debate, aiming to analyze the initial training of the pedagogue (primary school teacher), given that this professional is responsible for the first lessons, including in mathematics. In this sense, it was necessary to investigate mathematics teaching in t possible contributions to student learning, based on the Mathematics Reference Matrix of the Basic Education Assessment System (Saeb) 5th year of Elementary School. The investigation was carried out in the region covered by the 10th Regional Education Development Coordination (Crede 10), headquartered in the city of Russas-CE. The methodological path involves a quali-quantitative analysis using the Iramuteq 0.7 alpha 2 software for the qualitative analyses and the SPSS (Statistical Package for the Social Science) for the quantitative analyses. To support the analyses, the state of the art and the study of legal documents portraying the initial training of the pedagogue, external evaluations, and the theoretical frameworks that comprise mathematics teaching were also taken into consideration. The analyses performed showed that the Higher Education Institutions (HEIs) have been concerned with the pedagogue's initial training, but their curriculum presents dominantly theoretical concepts of mathematics with little relation to classroom practice and its connection to the Saeb Reference Matrix. According to most respondents, this lack of connection has caused insecurity in the teaching of mathematics. The lack of alignment found between the HEIs' robust syllabi and the graduates' perceptions for classroom experience points to the need for a curricular reformulation and an expansion of the practical course load for mathematics teaching.