Formação matemática do professor polivalente: um estudo metanalítico
Silva, Jaqueline Ferreira da
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The purpose of this paper is to report a research linked to the Observatory of Education Program and to the Group of Studies and Research on Educational Practices in Mathematics (GEPRAEM). It was developed in the Graduate Program in Education of the Federal University of São Carlos (UFSCar) - Sorocaba campus. The question that guided the study was: Which perceptions about formation and mathematical knowledge seem to support the research that discusses the mathematical formation of the polyvalent teacher? In view of these questions, the objectives of this research are: to make it possible to understand that when discussing the mathematical training offered in the courses of Pedagogy, the formation of a professional working in the context of polyvalence is being problematized; Identify definitions of mathematical knowledge; To characterize the movement of appropriation of repertoires and knowledge related to the mathematical knowledge of the teaching professional that works in the context of polyvalence and offer subsidies to (re) think the models of their formation. The research is structured from the perspective of qualitative analysis and methodology integrates the mapping of the productions within a temporal cut and the perspective of the metaanalysis. The data collection was based on the mapping and analysis of the research published in the National Meeting of Mathematics Education (ENEM) and the International Symposium on Mathematical Education (SIPEM) that deal with the mathematical education of the pedagogue. For the analysis, theoretical methodological references on teacher education were used, especially on the mathematical formation of the polyvalent teacher, among them are the studies of CURI (2004); CURI & PIRES (2013); D'AMBRÓSIO (1993); PONTE (2008); RIBEIRO (2016). The results indicate: a great variety of points of view in the mathematical formation of the polyvalent teacher; Tendency to favor methodological aspects of Mathematics; Concern with the modification of teachers' beliefs and conceptions about Mathematics, their teachinglearning and the need to think about the context of polyvalence as the main source of action of the polyvalent teacher. Considering the indissociability with other disciplines and the development of autonomy in the child as a condition of the work of the polyvalent teacher implies principles that reinforce the relevance of the relationship between the subjects in the teaching-learning process. It implies recognizing the existence of a professional who is responsible for the development of the child as a whole. It is, therefore, a subject that allows senses to the teaching-learning process, to meet the needs of the child, that is, to serve as a reference and mediator of these actions.