A formação matemática em cursos de pedagogia de instituições públicas de ensino superior do Estado de Santa Catarina

Abstract

This work is dedicated to the subject of mathematical training in Pedagogy courses for teaching Mathematics in the early years of elementary school, considering contemporary demands, a course that questions the meanings constructed by the teacher in this process. Guided by the objective of examining and discussing aspects of the mathematical training of the future teacher in the early years of schooling, developed in Pedagogy courses at Public Institutions of Higher Education in the State of Santa Catarina, we carried out a study on the mathematical training promoted in courses of Pedagogy of Public Institutions of Higher Education in the state of Santa Catarina, in the southern region of Brazil. To do so, we analyzed the Pedagogical Course Project of five public Higher Education Institutions in the State of Santa Catarina (Federal University of Fronteira Sul, Federal University of Santa Catarina, State University of Santa Catarina, Federal Institute of Education, Science and Technology, Santa Catarina Federal Institute). In addition, online questionnaires were applied to teachers of the Pedagogy Licentiate Courses of the mentioned Higher Education Institutions, as well as interviews with some of the research participants who answered the questionnaires, who were available to grant us interviews. The analysis, based on Bardin, showed that the mathematical training promoted in Pedagogy Courses in the mentioned institutions has contemplated the following categories: knowledge of didactics of Mathematics, curricular knowledge, knowledge of Mathematics and general pedagogical knowledge. The knowledge dimension of Mathematics didactics involves strategies, resources, materials and conceptual aspects of Mathematics teaching and learning promoted in the formative processes of the Pedagogy courses of the partner IEs. Knowledge of Mathematics is a basic dimension in the mathematical training of the future teacher of the initial years in the mentioned Courses, since different approaches are promoted to develop mathematical concepts and topics, although they are still insufficient. Mathematics training in these specific contexts has also favored the dimension of curricular knowledge, insofar as the syllabi are centered on the development of methodologies and practices. General pedagogical knowledge emerged as a central category in the training process of the future teacher, given that within the scope of these Courses, priority is given to the study of classical theories of learning, especially those derived from cognitive psychology, as well as aspects of the sociology of education, articulated with the other dimensions of teaching knowledge. Therefore, our research points out that far beyond knowing the formal concepts, future pedagogues need to understand the theory that is present in the teaching and learning process of Mathematics.