A formação inicial de professores de matemática: a pesquisa como possibilidade de articulação entre teoria e prática

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

In the present study I took as focus the initial formation of teachers in Mathematics. I considered the studies that have evidenced fragilities in this formation, related to the link between practical theory and, at the same time where I identify influences of a related movement to the professor-investigator. In Brazil, this movement was settled significantly in the 90s, as much in terms of initial formation as a continued one. In this specific case of Major in Mathematics, I problemized the possibility of the research, as an epistemological attitude, to interfere with the formation of students, through the best link of theory with practice. I considered the current law and the curricular reformularization which was unchained by it, in the year of 2004, at the Universidade do Vale do Rio dos Sinos (UNISINOS), as an initiatives to overcome this dichotomy in the field of formation of professors and took this context as field of research. Intending to extend this reflection, I compared the data with the reality of Argentina, favored for a PHD-sandwich scholarship financed CAPES, with the University of Buenos Aires. I tried to identify the different categories of formation of professors in Mathematics in that country, to analyze their plans of studies and to compare conceptions and experiences of practices of education and periods of training, carried out in the two countries. For the accomplishment of the study, I covered methodological steps that involved the documentary analysis and carefully interviewed professors and students. The analysis of the data aimed at understanding: a) the characteristics of professor in Mathematics; b) the conceptual perception of the practical-theory relation in the curricular proposals; c) the possibility of a research as a component of this formation. I adopted ideas from L. Stenhouse and J. Elliot as reference of preferential theoretician to understand the research as a possibility of a link between practical theory and in the formation of professors, mainly to the one who is concerned to a résumé as a way to learn and improve the art of teaching. Paulo Freires ideas as well as Boaventura de Souza Santos, Maurice Tardiff, Dario Fiorentini, Maria Isabel da Cunha e Maria Cristina Kessler also contributed for the study. The results pointed at of points of intersections between the experiences of the two countries - Brazil and Argentina, even though they show distinctions of formats that occur in the legislation and of an educative tradition that characterizes them. They also indicate that the perspective of the research in the initial formation of professors in Mathematics professors is still incipient, related to a strong influence of a rationality technique and of a configuration of a scientific field. It was possible to perceive that the Brazilian legislation that still provokes an insertion of a practical one in résumés of the degree of licenciate is still in phase of adaptation by professors. The very participants of the study, however, when reflecting about the subject, had contributed to the delineation of some possibilities of insertion to the research as organizer of a relation practical-theory in the formation of undergraduated teachers, announcing new perspectives

ASSUNTO(S)

pesquisa research teoria-prática mathematics formação de professores formation of teachers practical theory educacao matemática

ACESSO AO ARTIGO

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