As formações dos pedagogos e suas contribuições para a docência em Matemática

• Ano de defesa: 2020
• Autor(a) principal: Zanetti, Monise
• Orientador(a): Júlio, Rejane Siqueira
• Banca de defesa: Linardi, Patricia Rosana, Felício, Helena Maria Dos Santos
• 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: Formação de professores; Educação - Matemática; Pedagogia.; Ensino - Orientação profissional
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1648

The education of the pedagogue, in the scope of Mathematics, is an issue widely discussed in the educational context, combined with the new demands of the current society and the need for the educator to adapt to this new reality. In Early Childhood Education and in the early years of Elementary School, teachers are multipurpose, working with all subjects, including Mathematics, that the educator needs to master the content and have methodologies that enable him to go to where the children are to think from there teaching strategies. With this, the present research intended to carry out a reading of the speeches of the pedagogues about the experiences with Mathematics in Basic Education and in Higher Education, about the teaching of Mathematics and the way the formative experiences contribute to their professional practice. For this we use qualitative research, having as a theoretical reference the Model of Semantic Fields, which was proposed by the mathematical educator Romulo Campos Lins. The research was carried out with teachers who graduated in the last five years and who are working in the municipal network of São José do Rio Pardo, in other words, interviewed teachers who work in Basic Education in the municipality were interviewed. It is possible to notice that the teachers did not receive mathematical training in the Pedagogy course and the methodologies were worked on from a theoretical point of view. In addition, the influences of Basic Education are marked in the professional practice of teachers who also use research and other colleagues to improve their pedagogical practices.