A sina de ensinar a a(r)mar continhas: um estudo sobre a formação matemática dos professores (as) dos anos iniciais do ensino fundamental

Abstract

The experiences in teaching environments lead us to unimaginable universes, whether this takes place in a school institution or in a university setting. Thus, after extensive discussions and searches for how to deal with generating situations that emerge from this scenario, this research was born, which transcends this master's dissertation and the space of Universidade Federal da Fronteira Sul, but permeates several other space-times and has as central axis, Literacy (numeracy) and Training of teachers who Teach Mathematics in the Early Years of Elementary Education. The aim of the study is to investigate the Mathematical Training of teachers who will teach mathematics in the early years of elementary school and what they reveal about Mathematical Literacy (numeracy). The research is qualitative in nature, with a Marxist basis, and involves a case study carried out at Universidade Federal da Fronteira Sul with students of the Pedagogy Course. Data generation was done via Google Forms and the Análise Textual Discursiva methodology was adopted based on Moraes e Galiazzi (2016), these were carried out with the intention of contributing to the discussions we aim for. Therefore, supported by historical-dialectical materialism and discussions held during academic training, whether in the mandatory and elective components that make up the master's program, or in the study groups to which we are linked (GEPEVI:Grupo de Estudos Escola de Vigotski and Palavração: Estudos em Ecopedagogia) reflections on the problem are presented, using Paulo Freire as a theoretical reference (1996, 2000, 2003, 2011, 2020, 2020a, 2021, 2022,2022a), Ubiratan and Beatriz D’Ambrósio (1989,1993, 1997, 2012) and Skovsmose (2000, 2001, 2008), who present in their works great contributions aimed at this research. Finally, we hope in terms of results to expand discussions regarding Teachers Training who teach mathematics in the early years with regard to Mathematical Literacy (numeracy), in view of the phenomena observed from the speeches of the students of the UFFS campus Chapecó, regarding the need to enable critical training that raises the theme Mathematical Literacy (numeracy) in the courses of formação de professores, that rethinks the methodical rigor with which curricula have been treated, enabling the option for an epistemological conception that inspires teaching desires