Conhecimentos necessários ao ensino da matemática nos anos iniciais do ensino fundamental à luz da aprendizagem desenvolvimental: um estudo no estado de Rondônia
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Data
2021-07-08
Autores
Freitas, Sirley Leite [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo objetiva identificar os conhecimentos docentes necessários para ensino de matemática nos anos iniciais do Ensino Fundamental e se esses conhecimentos estão contemplados nos cursos de formação inicial de Licenciatura em Pedagogia no Estado de Rondônia. A questão que orientou nossa pesquisa foi: “Quais os conhecimentos docentes necessários para ensino de matemática nos anos iniciais do Ensino Fundamental e se esses conhecimentos estão contemplados nos cursos de formação inicial de Licenciatura em Pedagogia no Estado de Rondônia?”. A pesquisa foi delineada pelos seguintes caminhos metodológicos: pesquisa bibliográfica, pesquisa documental e pesquisa de campo. A pesquisa de campo foi realizada com 11 graduandos do curso de Licenciatura em Pedagogia da IES pública e 14 da IES particular. Foram realizados três encontros dialogados nos quais discutimos seus conhecimentos e concepções sobre matemática e suas percepções sobre o curso em que estavam se graduando. O referencial teórico é amplo ao abordar os conhecimentos necessários aos professores para a prática docente, sendo que nos situamos no âmbito da teoria histórico-cultural e da teoria da aprendizagem desenvolvimental de Vygotski e seguidores relativamente ao processo de apropriação do conhecimento. Os resultados indicaram problemas na formação inicial tais como: cursos com pouco tempo destinado ao ensino de matemática em seus currículos e maior ênfase aos conhecimentos relativos à metodologia e didática do que aos conteúdos específicos de matemática; a falta de aprofundamento, lacunas e fragilidade na construção de conceitos e conhecimentos matemáticos; dificuldades em ensinar o conteúdo de matemática devido ao conhecimento insuficiente de alguns conteúdos matemáticos a serem ensinados; rejeição à matemática; e ensino pautado na associação de modelos. Constatamos que os conhecimentos construídos pelos graduandos são de base empírica, com pouca ênfase à construção de conhecimento teórico. Com isso ressaltamos a importância das proposições da teoria da aprendizagem desenvolvimental na construção dos conhecimentos docentes. Desse modo, defendemos a tese de que os conhecimentos docentes necessários para ensinar matemática nos anos iniciais do Ensino Fundamental são os conhecimentos específicos do conteúdo, os conhecimentos pedagógicos dos conteúdos e os conhecimentos pedagógicos gerais atinentes à prática pedagógica voltada ao desenvolvimento do pensamento teórico nos anos iniciais de formação, o que implica na busca de transformação da cultura da matemática escolarizada.
This study aims to identify the teaching knowledge necessary for teaching mathematics in the early years of elementary school and whether this knowledge is included in the initial training courses in Pedagogy in the State of Rondônia. The question that guided our research was: "What teaching knowledge is necessary for teaching mathematics in the early years of elementary school and is this knowledge included in the initial training courses for a Licentiate Degree in Pedagogy in the State of Rondônia?". The research was outlined by the following methodological paths: bibliographic research, documentary research and field research. The field research was carried out with 11 undergraduate students in the Pedagogy Degree course at the public HEI and 14 at the private HEI. Three dialogued meetings were held in which we discussed their knowledge and conceptions about mathematics and their perceptions about the course in which they were graduating. The theoretical framework is broad in addressing the knowledge needed by teachers for teaching practice, being that we are within the scope of the historical-cultural theory and the theory of developmental learning by Vygotski and followers in relation to the process of knowledge appropriation. The results indicated problems in the initial formation such as: courses with little time for teaching mathematics in their curricula and greater emphasis on knowledge related to methodology and didactics than to specific mathematical content; the lack of depth, gaps and fragility in the construction of mathematical concepts and knowledge; difficulties in teaching math content due to insufficient knowledge of some mathematical content to be taught; rejection of mathematics; and teaching based on the association of models. We found that the knowledge constructed by the students is empirically based, with little emphasis on the construction of theoretical knowledge. With this, we emphasize the importance of the propositions of the theory of developmental learning in the construction of teaching knowledge. Thus, we defend the thesis that the teaching knowledge necessary to teach mathematics in the early years of elementary school are the specific knowledge of the content, the pedagogical knowledge of the contents and the general pedagogical knowledge related to the pedagogical practice aimed at the development of theoretical thinking in the years initial training, which implies the search for transformation of the school mathematics culture.
This study aims to identify the teaching knowledge necessary for teaching mathematics in the early years of elementary school and whether this knowledge is included in the initial training courses in Pedagogy in the State of Rondônia. The question that guided our research was: "What teaching knowledge is necessary for teaching mathematics in the early years of elementary school and is this knowledge included in the initial training courses for a Licentiate Degree in Pedagogy in the State of Rondônia?". The research was outlined by the following methodological paths: bibliographic research, documentary research and field research. The field research was carried out with 11 undergraduate students in the Pedagogy Degree course at the public HEI and 14 at the private HEI. Three dialogued meetings were held in which we discussed their knowledge and conceptions about mathematics and their perceptions about the course in which they were graduating. The theoretical framework is broad in addressing the knowledge needed by teachers for teaching practice, being that we are within the scope of the historical-cultural theory and the theory of developmental learning by Vygotski and followers in relation to the process of knowledge appropriation. The results indicated problems in the initial formation such as: courses with little time for teaching mathematics in their curricula and greater emphasis on knowledge related to methodology and didactics than to specific mathematical content; the lack of depth, gaps and fragility in the construction of mathematical concepts and knowledge; difficulties in teaching math content due to insufficient knowledge of some mathematical content to be taught; rejection of mathematics; and teaching based on the association of models. We found that the knowledge constructed by the students is empirically based, with little emphasis on the construction of theoretical knowledge. With this, we emphasize the importance of the propositions of the theory of developmental learning in the construction of teaching knowledge. Thus, we defend the thesis that the teaching knowledge necessary to teach mathematics in the early years of elementary school are the specific knowledge of the content, the pedagogical knowledge of the contents and the general pedagogical knowledge related to the pedagogical practice aimed at the development of theoretical thinking in the years initial training, which implies the search for transformation of the school mathematics culture.
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Palavras-chave
Educação, Conhecimentos docentes, Matemática, Formação do pedagogo, Teoria histórico-cultural, Education, Teaching knowledge, Math, Education of the pedagogue, Historical-cultural theory