A formação inicial de professores que ensinam matemática no Ensino Fundamental: desafios e possibilidades para a atuação de licenciados em Pedagogia e Matemática
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Data
2021-04-12
Autores
Oliveira, Kelvin Rafael Rodrigues de
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa está vinculada à Linha de Pesquisa “Processos Formativos, Ensino e Aprendizagem” do programa de Pós-Graduação em Educação da FCT/UNESP (Presidente Prudente- SP) e analisa as concepções e práticas relatadas pelos professores sobre o ensino de Matemática no 5° e 6° anos do Ensino Fundamental e suas relações com o processo de formação inicial que os habilita, tendo em vista garantir a continuidade do ensino de Matemática e a aprendizagem dos alunos. Trata-se, portanto, de uma pesquisa que tem como preocupação pensar a formação inicial de professores que atuam com o ensino de Matemática no Ensino Fundamental (licenciados em Pedagogia e licenciados em Matemática) e seus possíveis reflexos nas concepções e práticas docentes. A pesquisa pautou-se em metodologia de natureza qualitativa, com cunho analítico-descritivo, usando os seguintes procedimentos: (i) análise documental; (ii) questionário fechado e (iii) entrevista semiestruturada, cujos dados foram trabalhados por meio da Análise de Conteúdo de Bardin. A análise documental foi utilizada para o levantamento de trabalhos publicados sobre o tema e análise dos documentos oficiais orientadores da formação inicial pós LDB 9394/96. Os questionários foram aplicados a 42 professores da Rede Pública Estadual de Presidente Epitácio, sendo 11 licenciados em Matemática e 31 licenciados em Pedagogia. As entrevistas foram realizadas com sete professoras (três licenciadas em Matemática e quatro em Pedagogia), por meio da plataforma Google Meet. visando aprofundar os dados obtidos com o questionário. Nos dois casos o critério de escolha dos participantes se deu pela disposição em participar da pesquisa. O roteiro da entrevista foi elaborado a partir de cinco blocos temáticos, a saber: (1) História de Vida, (2) Ensino de Matemática, (3) Formação, (4) Avaliação e (5) Relação com os alunos. Os dados obtidos mostram as concepções desses professores no que se refere ao ensino de Matemática e aos processos de formação inicial por eles vivenciados. Revelam problemas relacionados à formação inicial, principalmente referentes à relação teoria e prática e às dificuldades relativas à articulação do conhecimento do conteúdo e o conhecimento pedagógico do conteúdo. A análise dos dados permite compreender como esses elementos contribuem para a descontinuidade do ensino de Matemática no Ensino Fundamental, dada a ruptura entre o 5° e 6° ano. Diante disso, o trabalho discute algumas alternativas para uma formação inicial que contemple a continuidade do ensino de Matemática no nível fundamental.
This study is linked to the research line on “Training Processes, Teaching and Learning” of the FCT/UNESP (Presidente Prudente- SP) post-graduation program in education. The research analyzes the conceptions and practices reported by teachers regarding teaching mathematics in the 5th and 6th grades of elementary school, and their relationship with initial teacher education and qualification, which ensures the continuity of mathematics teaching and students’ learning. Therefore, the aim of this research is to examine the initial training of elementary school teachers who teach mathematics (pedagogy and mathematics graduates) and possible implications for teaching conceptions and practices. The research was based on qualitative analytical-descriptive methodology, using the following procedures: (i) analysis of documents; (ii) closed questionnaire and (iii) semi-structured interview; whose data were reviewed through Bardin Content Analysis. The documentary analysis was used to survey papers published on the topic and analysis of the official documents guiding initial training after the publication of LDB 9394/96 (National Educational Guidelines). The questionnaires were applied to 42 teachers working in the public school system in Presidente Epitácio: 11 of which had a degree in mathematics and 31 a degree in pedagogy. To further develop the data obtained with the questionnaire, with the help of Google Meet™, seven teachers were interviewed (three with degrees in mathematics and four in pedagogy). In both cases, participants selection criteria was their willingness to contribute to the project. The interview script was developed based on five topics, as follows.: (1) Life history, (2) Mathematics teaching, (3) Training, (4) Evaluation and (5) Relationship with students. The data obtained showed the conceptions of these teachers regarding mathematics teaching and the initial training processes they underwent. They reveal problems related to initial training, particularly those related to the relationship between theory and practice and difficulties regarding the articulation between knowledge of content and pedagogical knowledge of content. Data analysis allows us to understand how such elements contribute to a discontinuity of mathematics teaching in elementary school, given the hiatus between the 5th and 6th grades. This paper will discuss some alternatives for an initial teacher education which contemplates the continuity of mathematics teaching in elementary school.
This study is linked to the research line on “Training Processes, Teaching and Learning” of the FCT/UNESP (Presidente Prudente- SP) post-graduation program in education. The research analyzes the conceptions and practices reported by teachers regarding teaching mathematics in the 5th and 6th grades of elementary school, and their relationship with initial teacher education and qualification, which ensures the continuity of mathematics teaching and students’ learning. Therefore, the aim of this research is to examine the initial training of elementary school teachers who teach mathematics (pedagogy and mathematics graduates) and possible implications for teaching conceptions and practices. The research was based on qualitative analytical-descriptive methodology, using the following procedures: (i) analysis of documents; (ii) closed questionnaire and (iii) semi-structured interview; whose data were reviewed through Bardin Content Analysis. The documentary analysis was used to survey papers published on the topic and analysis of the official documents guiding initial training after the publication of LDB 9394/96 (National Educational Guidelines). The questionnaires were applied to 42 teachers working in the public school system in Presidente Epitácio: 11 of which had a degree in mathematics and 31 a degree in pedagogy. To further develop the data obtained with the questionnaire, with the help of Google Meet™, seven teachers were interviewed (three with degrees in mathematics and four in pedagogy). In both cases, participants selection criteria was their willingness to contribute to the project. The interview script was developed based on five topics, as follows.: (1) Life history, (2) Mathematics teaching, (3) Training, (4) Evaluation and (5) Relationship with students. The data obtained showed the conceptions of these teachers regarding mathematics teaching and the initial training processes they underwent. They reveal problems related to initial training, particularly those related to the relationship between theory and practice and difficulties regarding the articulation between knowledge of content and pedagogical knowledge of content. Data analysis allows us to understand how such elements contribute to a discontinuity of mathematics teaching in elementary school, given the hiatus between the 5th and 6th grades. This paper will discuss some alternatives for an initial teacher education which contemplates the continuity of mathematics teaching in elementary school.
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Formação inicial, Licenciatura em Pedagogia, Licenciatura em Matemática, Ensino de Matemática, Ensino Fundamental, Initial teacher training, Pedagogy degree, Mathematics degree, Mathematics teaching, Elementary school