Percepções de professores dos anos iniciais acerca de sua formação matemática: estudo com profissionais em início de carreira da rede municipal de uma cidade de Minas Gerais

• Ano de defesa: 2017
• Autor(a) principal: Doná, Eduardo Goedert
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação do Mestrado Profissional em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Professores – Formação; Matemática – Ensino Fundamental – Estudo e ensino; Teachers – In-service training; Mathematics – Elementary school – Study and teaching; Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/28868

Researches indicate that teacher training courses in Brazil have considerable gaps in the most variable spheres, be they pedagogical, administrative, social, political and economic. The Bachelor's Degree courses in Pedagogy stand out for offering extensive training. According to Resolution CNE/CP No. 1, of 2006, the Licentiate in Pedagogy can act in teaching, covering Early Childhood Education, the initial years of Elementary Education, the pedagogic disciplines of High School, Education for Young People and Adults – EJA, and Professional Education. In addition, they can act in the management and organization of educational projects in school and non-school environments. With the scope of possibilities for action, we must ask ourselves about the loss of identity and the training that is provided to these professionals. In this context, we raise the following question: which teachers' perceptions of the initial years of elementary school, at the beginning of their careers, have about their mathematics training, having as reference their experiences and demands in teaching practice? To reflect on the question raised, we carried out a qualitative research with five teachers, beginning in their careers, who are active in the initial years of elementary education from the Municipal network of a city in the South of Minas Gerais. The data were collected through a questionnaire that had as objective to characterize the participants of the research and a semistructured interview. We use content analysis as approached by Minayo (2000) and Mendes and Miskulin (2017) and we construct the following categories for our analyzes: the teachers' perceptions of the initial years of elementary school in relation to the training course; the teachers' perceptions of the initial years of elementary school in relatio n to their mathematics training; and the Mathematics teaching of the initial years: challenges and successes. The data collected were analyzed in the light of studies by Tardif (2010), Azevedo (2004), Nacarato, Mengale and Passos (2009), Oliveira (2012), Gatti (2014) and Pimenta (1999). As well as by documents and studies that supported the interpretation of the data collected. The results show that the teachers, attended a Bachelor's Degree courses in Pedagogy in the same institution, in different classes, and had only two mathematical disciplines (Methodology of Teaching Mathematics and Mathematics Teaching Practice). However, all the teachers believe that the subjects they had in Mathematics did not prepare them to teach the discipline in the initial years. According to them, the discipline was strictly theoretical and it was not sufficient in several factors. Regarding the course, the teachers pointed out problems related to the absence of teachers, internal problems of relationship and classes that brought much theory and little practice. Directing to everyday practice, teachers say they seek other means to remedy their difficulties in learning and teaching mathematics, such as consulting the internet and help of older teachers. With regard to this issue, it is clear that they are looking for ways to improve their teaching practice, not only related to Mathematics, but in general, so that they contribute to the successes of the profession.