Futuros professores de matemática em aprendizagem para o ensino nos anos iniciais: contribuições de um espaço formativo

Abstract

The following dissertation is the result of a research project developed in collaboration with the Postgraduate in Mathematics Education and Physics Teaching program, of the Federal University of Santa Maria (UFSM), within the Group of Studies and Research in Mathematical Education (GEPEMat) and has as a investigated phenomenon the initial graduation stages of the mathematics teacher. The main objective of this research is to analyze the graduation path of future mathematics teachers when studying subjects of the early years; specifically, the content of the four basic operations. Given this, we sought to answer the following research question: what learnings occur when future math teachers put themselves in a path to study and reflect on the organization of teaching in the early years? To answer this question, the theoretical and methodological support of the Historical Cultural Theory (THC) was used, more specifically the Activity Theory (TA) and the Teaching Guiding Activity (AOE), since these theoretical aspects understand that the individual learns and appropriates knowledge through the different interrelationships that it establishes throughout life. To contemplate the researched phenomenon, an intentionally organized formative space was created, offered to undergraduate students of the Mathematics Course at the Federal University of Santa Maria (UFSM), through an extension course entitled “Learning Mathematics taught in the early years”. The discussions in this space focused on teaching the four operations. The formative meetings took place weekly throughout the second semester of 2018, totaling 22 meetings and with the participation of 7 academics. Data derived from this study was gathered through audio and video recordings, reflective sessions, field diary, activity record and a written report (initial and final). These data made it possible to list episodes in the perspective of Moura (2004) which, when systematized, resulted in four units of analysis (VIGOTSKY, 1991). They are: a) Initial motives and perceptions: which sought to know the needs that lead future teachers to seek a space of formation; b) Knowledge to teach: that was intended to understand the importance of the elements that constitute the act of teaching; c) The learning movement about the organization of education: which aimed to understand how the process of studying, planning and implementing actions occurs; d) The graduation space as a promoter of quality change: which aimed to observe to what extent a training space can contribute to new learning. From the data analyzed, it was concluded that when a training space is intentionally organized from actions that include studies, discussion, reflection, teaching organization and assessment, it can promote learning related to specific and didactic knowledge, the organization of teaching and teaching.