Conhecimento matemático para o ensino: diálogo sobre formação inicial e trabalho docente na Universidade Estadual da Paraíba

• Ano de defesa: 2021
• Autor(a) principal: Alcântara, Marília Lidiane Chaves da Costa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Conhecimento matemático para o ensino; Saberes docentes; Formação inicial de professores de matemática
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/45465

This study refers to a PhD research carried out within the scope of the Postgraduate Program in Education at Universidade Federal do Rio Grande do Norte, whose general objective was to understand the relation between the mathematical knowledge needed to teach in Basic Education and the knowledge experienced during the Graduation in Mathematics at UEPB, so that this understanding may support reflections on the initial training of mathematics teachers. For this purpose, our theoretical reference were the contributions of Ball, Thames and Phelps (2008) about the Mathematical Knowledge for Teaching (MKT) and its implications in the process of initial training of mathematics teachers. The research described herein is configured as a qualitative investigation and had the participation of seven graduates, newly graduated teachers, from the Mathematics Degree course at Universidade Estadual da Paraíba (UEPB) and who were in full teaching activity in Basic Education. The data analysis was organized in two parts: The first consists of a documentary analysis of the curricular matrices of that Degree in order to identify the advances achieved, the existing gaps and how the articulation between theory and practice is being promoted in the current version text based on regulatory documents that guide teacher training in Brazil; the second part comprises the analysis of the interviews of the teachers participating in the study based on the guidelines of the Content Analysis proposed by Bardin (2016). The results obtained showed that although there have been significant advances in the structure and organization of the course, UEPB's graduation course still maintains very strong features of the 3 + 1 training model in its formative essence, which includes the presence of loose disciplines in the curriculum and overvaluation of advanced content disciplines. The subdomains that makeup MKT were identified in the experiences of teachers when teaching mathematics in Basic Education, with special emphasis on the Content and Students' Knowledge. This subdomain provided important clues on how knowledge about the relation between students and mathematical content may influence teacher choices. The studies on MKT and its subdomains provided relevant and indispensable information for future analyzes and reflections on the curriculum of UEPB's graduation course.