O pedagogo e o ensino de matemática: uma análise da formação inicial

Abstract

Teacher training becomes ever more present in the field of educational research, it is by this professional requirement to present increasingly updated, either in relation to the content is the use of active methodologies. Therefore this study aimed to analyze the formation process of teachers for mathematics education in the early years of elementary school, presenting a development proposal, reflective training based on the Fedathi Sequence, the consolidation and improvement of such training. Our research locus were the classrooms of the subjects Mathematics Teaching during semester 2014.2, 2015.1 and 2015.2 and topics in mathematics education 2015.1 semester of Faculty of Education of the Federal University of Ceará (UFC). The subjects were the Faculty of Education students (evening-night), enrolled in these disciplines. As methodological resources use notes in the mentioned disciplines, as well as use of analysis of questionnaires and online forums. To support our studies we rely on studies of Nóvoa (1995) and (2009), Tardif (2002) and Gatti (2011). To help with inquiries and questions about the Teaching of Mathematics, we admitted him to Fiorentini (1995) and Lorenzato (2006) and Nacarato & Mengali (2009). As regards the formation of the teacher for teaching mathematics, we rely on the contributions of Curi (2004), Lima (2007) and Santos (2007), and finally, to support our proposal for extensive-reflective pedagogical training resort Sousa (2013). Indeed, we wish that the results contribute to a more solid formation with regard to undergraduate pedagogy, about the content and methods of mathematics in the early years of elementary school.