Saberes e conhecimentos necessários à formação inicial do professor de matemática

Abstract

The context of this research is the initial formation of the mathematics teacher. It is a qualitative research of the bibliographic type, where we analyze the teaching knowledge and knowledge necessary for the initial formation of the teacher of Mathematics, according to the conception of the researchers Tardif, Gauthier, Shulman, Ball and Carrillo. The interest in researching this theme took place during the classes of the subject “Seminars in Mathematics Education”, elective of the Mathematics Degree course at UFT - Câmpus de Arraias. The central question of our research is: What are the necessary knowledge and knowledge for the initial formation of the mathematics teacher? To answer this research question, we defined our general objective: to understand the knowledge and knowledge necessary for the initial formation of the mathematics teacher. To achieve the general objective, we detail the specific objectives: (1) understand about the knowledge and knowledge necessary to exercise teaching in mathematics; (2) understand the characteristics of the knowledge and knowledge necessary for the initial training of the mathematics teacher, according to Tardif, Gauthier, Shulman, Ball, Carrillo and government documents on teacher training; (3) analyze and reflect on the types of knowledge and knowledge that teachers need to acquire during their initial training. This is a qualitative research of the bibliographic type. The analyzes were carried out based on theoretical discussions about the types of knowledge and knowledge dealt with by the aforementioned authors. We analyzed the relationship between the teaching knowledge presented by Tardif and Gauthier and the relationship between the types of professional knowledge proposed by Shulman, Carrillo and Ball. The results point to a need and possibility of a proposal in the Mathematics Degree course based on the reservoir of knowledge, of which we highlight: educational pedagogical knowledge, disciplinary knowledge, curricular knowledge, experiential knowledge, knowledge of professional culture. In the scope of the knowledge that the teacher needs to acquire during this training, we identified: knowledge of the educational sciences, knowledge of the mathematical education science, knowledge of the mathematical science, knowledge of the curriculum. With this research, we expect a reflective analysis of the teaching knowledge necessary for this profession. We realize that knowledge cannot be developed without teaching practice and practice cannot be developed without knowledge.