Contextos emergentes no campo da educação superior: um olhar nos cursos de Licenciatura em Matemática

• Ano de defesa: 2024
• Autor(a) principal: Teixeira, Marina Lara Silva dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001b6d3
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação superior; Licenciatura em matemática; Contextos emergentes; Políticas públicas; Formação de professores; College education; Degree in mathematics; Emerging contexts; Public policy; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33576

This research, from the Master's Degree in Education, from the Research Line Educational Public Policies, Educational Practices and their Interfaces (LP2) of the Postgraduate Program in Education (PPGE), from the Federal University of Santa Maria (UFSM), constitutes in a production by the Study and Research Group on Educational Policies and Management (Gestar/CNPq). Refers to the training of teachers for the Mathematics degree course in emerging contexts. Its general objective is to understand the emerging contexts related to teacher training in undergraduate courses in Mathematics, taking into account the contributions arising from scientific productions and public policies related the field of Higher Education. And for specific objectives it prioritizes: historicizing Higher Education policies related to teacher training in Mathematics Degree courses; recognize within the scientific productions in the field of Higher Education, which configures emerging contexts in Mathematics degree courses; analyze the main contributions of scientific productions regarding emerging contexts in dialogue with teacher training in the field of Higher Education in undergraduate Mathematics courses. This is a qualitative research study, carried out through an exploratory study based on the state of knowledge, based on the precepts of Morosini, Kohls-Santos and Bittencourt (2021), as well as documentary analysis regarding the regulations relating to initial training of teachers, specifically undergraduate courses in Mathematics. For the content analysis procedures, the studies by Bardin (2011) were adopted. Four categories of analysis emerged: Teacher training, Curricular organization, Public Training Policies, Evasion. Taking into account the contributions of scientific productions, in the period from 2015 to 2023, and the analysis of public policies related to the training of teachers in undergraduate courses in Mathematics, the results reveal emerging contexts related to Higher Education, namely: Teacher training, curricular organization, public training and dropout policies. It is concluded that the emerging contexts in Mathematics degree courses are related to the meaning of teacher training in these courses, to identity aspects related to teaching in Mathematics, to overcoming traditional assessment for formative assessment, dialogue between Basic and Higher Education, diversification of the offer of courses, student profiles and female gender, socioeconomic conditions.