Conhecimento e desenvolvimento profissional de docentes do curso de licenciatura em matemática da UFFS, Campus Chapecó

Abstract

This research is dedicated to theme of the professional development of future trainers Mathematics teachers, conceiving this process as a continuous phenomenon, through of which teachers personally and professionally develop, transcending of individual to the collective. Considering the relevance of this topic for discussions on universities professors' training, we established the following investigation problem: what knowledge are used by Mathematics Graduation teachers and how they do it favor to professional development? Therefore, the investigation involved teachers from the Mathematics Degree Course at the Federal University of Fronteira Sul. The general objective consisted of to evidence and understand the professionals knowledge mobilized by the teachers trainners of the Mathematics Degree Course at the Federal University of Fronteira Sul, Chapecó Campus. The research is based on theoretical references about teachers' professional knowledge, recommended by Lee Shulman, to which they contributed to understanding the teachers professional development and the importance of professional knowledge mobilized in teaching. To get us closer to Brazilian researches about the research topic, we conducted a search in the Theses and Dissertations Brazilian Digital Library (BDTD) adopting the descriptor “professional development of trainers teachers of mathematics teachers”, through which we identified 13 academic works with themes nearby. When analyzing these ones works, we observed that no study about our research theme was carried out in Superior Education Institutions in the Santa Catarina State, emphasizing the importance of our research. Methodologically, we affiliate to the qualitative investigation, of an exploratory nature, to which involved the analysis of the Pedagogical Project of the Mathematics Graduation Course, analysis of the Lattes Curriculum of the Course teachers and research questionnaire. For data analysis, we based ourselves on Laurence Bardin's Content Analysis, through to which we evidenced that the teaching in the Course referred enables trainers to move different knowledge, to which constituted the four categories of investigation analysis: knowledge of the educational context and of the students and their characteristics; curricular knowledge; content knowledge; didactic knowledge. The analysis also points out that the trainers professors of the Graduation Course have a high level of training in the various areas in which they work and, when they realize teaching, mobilize different professional knowledge through of the teaching activities, research and extension, contributing to the teaching planning, the most appropriate methodological definition to teach, the articulation between the University and community and the fulfillment of the objectives defined by the PPC of the Course, collaborating for their teacher professional development. The analysis also evidences the importance of UFFS for the of the Mesoregion Great Frontier of Mercosul, as well as the affirmative actions for the entry and the permanence of students in University Teaching, offering a differentiated curriculum, based on a body of knowledge distributed in three formative domains – Common, Connected and Specific –, having as principle to the curricular flexibility and the articulation between theory and practice, which offers a consistent formation in the performance area.