Uma leitura de falas de licenciandos em Matemática sobre “ser professor de Matemática”

• Ano de defesa: 2020
• Autor(a) principal: Silva, Walter Luís Moura
• Orientador(a): Júlio, Rejane Siqueira
• Banca de defesa: Santos, João Ricardo Viola Dos, Mariano, André Luiz Sen
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Professores de Matemática - Formação; Matemática (Ensino Fundamental) - Estudo e ensino
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1687

In this research, with a qualitative approach, we aimed to analyze, based on the Semantic Fields Model, the productions of meanings of undergraduate students in Mathematics from the notion “be a Mathematics teacher”. Specifically, we seek to constitute an analysis around the following questions: (1) What do undergraduate students in Mathematics say about “be a Mathematics teacher”?; (2) Did the undergraduates, from what they experienced in the initial formation process, change their ways of producing meanings from the notion “be a Mathematics teacher”?; (3) Do undergraduate students consider that initial formation prepares them for the professional practice of the Mathematics teacher?. As triggers for the production of meanings, we conducted semi-structured interviews with students regularly enrolled in the last semester of the Mathematics Degree course at a public university in the interior of Minas Gerais. From a plausible reading of the speeches of future Mathematics teachers, we observed different constitutions of interlocutors, which allowed us to identify different ways of “be a Mathematics teacher” instituted by them. It was possible to conclude that the undergraduate students, from what they experienced in the initial formation process, changed their ways of producing meanings based on the notion “be a Mathematics teacher”. In addition, we observed the existence of a conformity among them that the course does not prepare the future teacher for teaching practice in Mathematics, although it trains professionals who are prepared to pursue an academic career and who master mathematical content very well. In general, with this work, our contribution is to show a possibility of reading ways to produce meanings based on the notion “be a Mathematics teacher”, within the scope of a Mathematics Degree course, which may reflect on ways of rethink the initial formation of Mathematics teachers and their future teaching practice.