A formação de professores em Matemática para os anos iniciais do ensino fundamental: o papel do curso de Pedagogia
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2018-08-15
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Universidade Federal de Goiás
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The following research aims the study of teachers training in the mathematics field in the course of pedagogy, for the early years of elementary school and two universities in the State of Goiás. It´s known that there are many challenges that the licensed in Pedagogy faces, mainly for being a professional who will teach many subjects in the first period of elementary school, among them mathematics. Therefore, in a way to recognize the course of pedagogy and to understand how it prepares the teachers applicants to teach mathematics in the early years of elementary school, this research has two general goals: Analyze and understand the role of the course of Pedagogy in the teacher training course of mathematics for the early years of Elementary School . For the specific purpose we sought to: relate the curricular contents of the mathematical discipline to the initial years of elementary school presented in the Political Pedagogical Proposal of the municipality of Goiânia, with the contents of the mathematics subjects which involves the course of Pedagogy. Analyze and establish relations between the project of pedagogy and the teaching plans of the Mathematics Fundamentals and Methodology in Early Childhood Education and Early Years of Elementary School I and II and Theoretical and Methodological Foundations of Mathematics Teaching, for the two subjects of the course of pedagogy in the IES researched, which involves the mathematics view from teachers and students. Identify and analyze teacher´s views from subjects that involves mathematics about the professional qualification to teach mathematics related to the course of pedagogy. Expand the knowledge of the graduated in pedagogy about the view of the study and the influence of the course of pedagogy in the formation of the professional in mathematics for the early years of the elementary school. This research is a qualitative approach characterized as database. The data collection was based through questionnaires applied to trainees of the pedagogy course from two universities, free and opened interview, audio recordings with teachers who teaches mathematics for these trainees and data analysis. For the data analysis were consulted the following database: the project from the courses, the teacher planning course and the aim of the project of pedagogy from the Educational System from the district of Goiânia which define the curricular contents from the mathematics subjects for the early years of Elementary School. The data analysis was performed by the analysis of contents and methodology. Reading and analysis from the answers of the questionnaires were done, as well as testimonials of teachers interviewed. The results demonstrate that the learning of the mathematics contents in the courses of pedagogy in both IES studied is insufficient for the early years of Elementary School and also that the teaching of mathematics addresses only the methodologies and techniques of teaching in the course of Pedagogy.
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CASTRO, Maria Odilma Oliveira. A formação de professores em Matemática para os anos iniciais do ensino fundamental: o papel do curso de Pedagogia. 2018. 174 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2018.