Formação continuada, interdisciplinaridade e currículo por projetos de trabalho: uma visão dos professores de matemática das séries finais do ensino fundamental de Santa Maria - RS

Abstract

This work presents the teaching formation in Mathematics and didactic projects as strategies that favor interdisciplinaried . The teaching formation offers conditions for the emergency of the collective work and to interdisciplinary, making possible the acquisition of abilities technique and politics that allow the educator if to point out criticism in the new space that is offered to it. One understands that projects are resources that they make possible to work the old contents focused in the pupil, being perceived individually different forms to learn, different levels of interest, as well as difficulties and potentialities of each one. The approach to interdisciplinary, in the context of the education, manifest as an essential contribution for the reflection and the guiding of solution to the difficulties, related to the education and the research, that say respect to the way as the knowledge is treated in these functions of the educational process. How much to on questions to the initial formation and the continued formation of the professors of Mathematics, it is verified that the usual courses of License in Mathematics have presented great difficulty in relating the studied mathematical contents and the educational theories tiedwith the reality of dayby- day of the professor. Thus, the objective of this article is to relate the subject with a field research, being used the questionnaire as instrument for the collection of data, comparing the formation of eight professors of mathematics of schools of the City of Saint Maria, with the formation idealized for the authors who base this article. In this way, it was verified that the relation professor-pupil is essential in the pedagogical process and that the involvement of the pupil in this process is a defined characteristic of the work of projects.