A matemática nos cursos de Pedagogia: contexto formativo de futuros professores
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Data
2021-10-26
Autores
Barbosa, Aline, Pereira Ramirez
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Universidade Estadual Paulista (Unesp)
Resumo
Pesquisas referentes à formação do pedagogo para o ensino de Matemática nos anos iniciais do Ensino Fundamental indicam que esses professores apresentam dificuldades formativas com estes conteúdos. Tais profissionais, denominados polivalentes, recebem habilitação para lecionarem todos os conteúdos, cabendo ao curso de Pedagogia o desafio de oferecer conhecimentos teóricos e metodológicos visando a superação das lacunas conceituais que permaneceram de outros níveis de ensino. Esta investigação objetivou relacionar a composição curricular das disciplinas que abrangem conteúdos matemáticos (teóricos e/ou metodológicos) em dois cursos de Pedagogia distintos, visando compreender o contexto formativo em relação ao ensino de Matemática. A questão que guiou a investigação foi: Quais fatores presentes no contexto formativo dos cursos de Pedagogia e de seus formadores, em relação ao ensino de Matemática, se refletem nas concepções de ensino deste conteúdo e nas futuras práticas educativas dos formandos? Participaram dessa pesquisa três docentes universitários e 42 alunos concluintes de cursos de Pedagogia no ano de 2019, de uma instituição privada e outra pública, de uma mesma cidade. Os dados foram constituídos a partir de entrevistas semiestruturada, gravadas em áudio e com falas transcritas (docentes), e utilização de um questionário aplicado presencialmente (alunos), além da análise documental, numa perspectiva qualiquantitativa. Para análise dos dados, adotou-se a técnica do Discurso do Sujeito Coletivo-DSC, (LEFEVRE, LEFEVRE, 2005, 2012), baseada nos princípios da Teoria das Representações Sociais, proposta por Moscovici. Os resultados indicaram que os princípios formativos das instituições somados aos perfis e contextos dos docentes influenciaram nas escolhas teórico-metodológicas utilizadas pelos mesmos, bem como na maneira como buscam superar os desafios relacionados à aprendizagem dos graduandos em Pedagogia em relação aos conteúdos matemáticos. Quanto às expectativas dos formandos em relação ao ensino desse conteúdo nos anos iniciais do Ensino Fundamental, um percentual muito reduzido se declarou apto; há a constatação que se sentem parcialmente preparados e/ou conscientes da necessidade de aprimorar estudos visando superar as dificuldades formativas e também é grande o percentual daqueles concluintes que não se consideram confiantes para ensinar os conteúdos matemáticos. A principal justificativa para essa última constatação é o fato de as formações em Matemática terem sido desenvolvidas em um espaço de tempo muito reduzido, ou por não gostarem da disciplina (impactaram nessas opiniões fatores como relações professor x aluno e ensino tradicional). Os concluintes também indicaram a necessidade de ampliação de estudos sobre vários componentes da Matemática, com uma discreta prevalência aos relacionados ao tema de Probabilidade e Estatística em cursos de formação continuada, bem como indicaram como positiva a formulação de disciplinas na graduação que revisassem todos os conceitos matemáticos e trabalhassem com metodologias diferentes ao ensino tradicional, envolvendo a ludicidade, uso de jogos e tecnologias digitais. Assim, observou-se que mesmo com a conclusão do curso, ainda restaram dificuldades conceituais e metodológicas que os futuros pedagogos almejavam aprimorar, suscitando possibilidades e reflexões pertinentes a compreensão e modificação desse contexto.
Research regarding the pedagogue’s formation for Mathematics teaching in the early years of basic education indicates that these teachers have training difficulties with such contents. These professionals, called polyvalent, receive qualification to teach all contents, delegating to the Pedagogy course the challenge of offering theoretical and methodological knowledge to overcome the conceptual gaps that remained from other levels of education. This investigation goal was to relate the curricular composition of subjects that cover mathematical content (theoretical and/or methodological) we found in two distinct Pedagogy courses, seeking to understand the formative context in relation to the mathematics teaching. The research was guided by the following question: What factors, related to the mathematics teaching, which are present in the formative context of Pedagogy courses and their professors reflected in the teaching conceptions of this content and in the future educational practices of the undergraduates? The research participants were three professors and 42 undergraduate Pedagogy students who concluded their courses in 2019, from a private and a public institution, both located at the same city. A qualitative and quantitative approach was adopted. The data were constituted from semi-structured interviews which were recorded in audio and these audios were latter transcribed (professors), and we also used a questionnaire applied in person (students), in addition to documental analysis. For data analysis, the Collective Subject Discourse-CSD technique was adopted (LEFEVRE, LEFEVRE, 2005, 2012), based on the principles of the Social Representations Theory, proposed by Moscovici. The results indicated that the institutions educational principles, added to the professors’ profiles and contexts, influenced the theoretical-methodological choices used by them, as well as the way they sought to overcome the challenges related to the learning of Pedagogy undergraduates in relation to mathematical content. Concerning the expectations of the undergraduate students in relation to their teaching in the early years of basic education, a very small percentage declared themselves fit; there is the remark that they feel partially prepared and/or aware they need further studies in order to overcome the training difficulties/gaps, and the percentage of undergraduates who do not consider themselves confident to teach the mathematical content is also large. The main justification for this last result is the fact that Mathematics training was developed in a very short period, or because they did not like the subject (factors such as teacher-student relations and traditional teaching method impacted on these opinions). The undergraduates also indicated the need to increase the number of mathematics components studied in continuing formation courses with a minor prevalence of those related to the topic of Probability and Statistics, along with it they indicated as positive the formulation of undergraduate disciplines that review all mathematical concepts, and work with alternative teaching methodologies different from the traditional, involving the ludic, the use of games and of digital technologies. Therefore, it was observed that even with the course completion, there were still conceptual and methodological gaps that future pedagogues meant to improve, raising relevant possibilities and reflections to the understanding and modification of this context.
Research regarding the pedagogue’s formation for Mathematics teaching in the early years of basic education indicates that these teachers have training difficulties with such contents. These professionals, called polyvalent, receive qualification to teach all contents, delegating to the Pedagogy course the challenge of offering theoretical and methodological knowledge to overcome the conceptual gaps that remained from other levels of education. This investigation goal was to relate the curricular composition of subjects that cover mathematical content (theoretical and/or methodological) we found in two distinct Pedagogy courses, seeking to understand the formative context in relation to the mathematics teaching. The research was guided by the following question: What factors, related to the mathematics teaching, which are present in the formative context of Pedagogy courses and their professors reflected in the teaching conceptions of this content and in the future educational practices of the undergraduates? The research participants were three professors and 42 undergraduate Pedagogy students who concluded their courses in 2019, from a private and a public institution, both located at the same city. A qualitative and quantitative approach was adopted. The data were constituted from semi-structured interviews which were recorded in audio and these audios were latter transcribed (professors), and we also used a questionnaire applied in person (students), in addition to documental analysis. For data analysis, the Collective Subject Discourse-CSD technique was adopted (LEFEVRE, LEFEVRE, 2005, 2012), based on the principles of the Social Representations Theory, proposed by Moscovici. The results indicated that the institutions educational principles, added to the professors’ profiles and contexts, influenced the theoretical-methodological choices used by them, as well as the way they sought to overcome the challenges related to the learning of Pedagogy undergraduates in relation to mathematical content. Concerning the expectations of the undergraduate students in relation to their teaching in the early years of basic education, a very small percentage declared themselves fit; there is the remark that they feel partially prepared and/or aware they need further studies in order to overcome the training difficulties/gaps, and the percentage of undergraduates who do not consider themselves confident to teach the mathematical content is also large. The main justification for this last result is the fact that Mathematics training was developed in a very short period, or because they did not like the subject (factors such as teacher-student relations and traditional teaching method impacted on these opinions). The undergraduates also indicated the need to increase the number of mathematics components studied in continuing formation courses with a minor prevalence of those related to the topic of Probability and Statistics, along with it they indicated as positive the formulation of undergraduate disciplines that review all mathematical concepts, and work with alternative teaching methodologies different from the traditional, involving the ludic, the use of games and of digital technologies. Therefore, it was observed that even with the course completion, there were still conceptual and methodological gaps that future pedagogues meant to improve, raising relevant possibilities and reflections to the understanding and modification of this context.
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Palavras-chave
Pedagogia, Ensino de matemática, Representações sociais, Educação, Mathematics teaching, Social representations, Education