Análise da formação matemática no curso de pedagogia e a matemática a ser ensinada de acordo com a legislação: uma proposta de curso usando a gamificação

Abstract

In this work, we seek to understand whether the training of pedagogues and their practice of teaching mathematics may be influencing the high rates of students who complete basic education without the necessary knowledge. We identified possible focal points and proposed solutions to the problem. In informal conversations with those who have to teach Mathematics in the early years but do not have a background in mathematics, I noticed that most do not like or master mathematical content. We analyzed the syllabi and curricula of pedagogy courses at universities in Goiânia: Federal University of Goiás (UFG), Pontifical Catholic University of Goiás, and Federal Institute of Goiás (IFG), with the aim of verifying how the academic training of these professionals in mathematical content is conducted. We also analyzed the Curriculum Document for Goiás concerning mathematics content in early childhood and primary education - initial grades, to check if there is a relationship between the training received by the pedagogue and what they need to know in order to teach. We suggest offering a continuing education course for these professionals in a hybrid format: online/in-person, structured from a playful perspective, using gamification as a basis, in addition to platforms that enable interaction and enjoyable learning. It is important that it be attractive to participants, using the same tools they use with their students to teach them