A formação inicial do professor de Matemática: dificuldades enfrentadas pelos docentes e discentes na graduação

• Ano de defesa: 2021
• Autor(a) principal: Aires, José Maria de Queiroz
• Orientador(a): Barboza, Pedro Lúcio
• Banca de defesa: Barboza, Pedro Lúcio , Onofre, Eduardo Gomes , Rios, Diogo Franco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Professores e alunos; Matemática; Desafios do processo formador; Formação de professores
• Palavras-chave em Inglês: Teachers and Students; Challenges of the training process; Mathematics
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4092

The objective of this study is to understand, through the testimonies, the position of professors and students facing certain challenges regarding the initial formation of a licentiate degree in mathematics at a public university. The participants in this research were six permanent teachers who teach in the initial training in mathematics studied and nine students who are in the process of concluding it. Data used in a qualitative approach were obtained through semi-structured interviews. Among the issues identified that characterize the main difficulties faced only by teachers during the training process are: Problems in the physical structure that support the classes; Deficit in knowledge with which students arrive from basic education to graduation; Precariousness of the teaching workforce offered in the course; Difficulty in motivating students to pursue a teaching career; Lack of monitors for some subjects; Excessive number of students per class; Little encouragement for students' autonomy and lack of support in the development of academic writing; Isolation among teachers. Among the issues highlighted only by the students are: Problems in the interpersonal relationship of teacher-student and in the dialogue between themselves in order to promote improvements to the course; Low motivation for completing the course and being a math teacher. Among the problems the two classes talked about together are: Course curriculum containing more pure mathematics subjects than mathematics education; Supervised internship and teaching practice emphasizing theory rather than practice and with a disproportionate workload; Outdated digital tools and teaching technologies that support classes. This research aims to bring contributions to the area of training for mathematics teachers, as it offers elements that propose to rethink and reflect on how such training is taking place, in the search for solutions that alleviate the difficulties experienced by the two classes participating in this study.