O sentido da formação docente: narrativas dos alunos do curso de licenciatura em matemática na UFRN-CERES-Caicó

Abstract

This research aims to understand the meaning of Mathematics Graduation in the view of UFRN–CERES-CAICÓ students through the narratives of a group of students in the Mathematics Degree course, providing a historical overview of the construction and implementation of the Higher Education Center of Seridó. The narratives brought by the students were analyzed as a source for understanding the representation about academic and teacher training in the Brazilian educational system. The proposal to build the meaning of the training that students do in Higher Education raises the feeling of belonging to the University, insofar as it collaborates with self-esteem, by highlighting their condition of protagonists in the teaching-learning process. When they are involved in an activity that proposes the elaboration of formation narratives, students begin to perceive themselves as an integral part of the educational process, and tend, through this procedure, to build a representation about the relationship with knowledge and their training in such level of education, in the current context of Federal Public Education. The research was developed in the city of CAICÓ-RN, with students regularly enrolled in the Mathematics Degree course, on the campus of the Federal University of Rio Grande do Norte. It is admitted that such a study is opportune to facilitate the understanding of the teaching-learning process, since it involved undergraduate students as subjects participating in the research, at the same time that the student narratives pointed out the expectations of the formation, for acting in the Basic Education system in the region. This study was opportune, as it highlighted the meaning they elaborate of university education with a view to the world of work.