Práticas epistemológicas de estágios curriculares de Matemática : o caso da produção científica e pedagógica de um Programa de Pós-Graduação em Educação em Ciências e Matemática

Abstract

In this study I present an investigation of the scientific production stricto sensu of a Graduate Program in Teaching Science and Mathematics specially concerned to the area of Mathematics Education for the period 2012 to 2016. My purpose is to know the epistemological terms of construction of Mathematical knowledge in Mathematics Curricular Stages, as well as unveiling discussions of researchers on this subject. The empirical basis of the research resulted in three theses within the total of 22 theses produced in the defined period. The research is qualitative in nature, since it aims to treat epistemologically the scientific production referred to and guided by the use of a correlated study. This study requires careful analysis in the various readings of the theses that were selected from the paradigmatic scheme inspired by Gamboa (1987) to identify the structurally characteristics of the texts defined as theses at the methodological, theoretical, technical and epistemological levels, in order to evidence the assumptions logicalgnoseological and the ontological of the object of study. In this context, I investigate the scientific production that deals with the epistemological practices of Mathematics Curricular Stages investigating their development, trends and perspectives supported by the initial inquiry of the research regarding the terms by which the teacher-trainer treats the epistemology of mathematics either in curricular stages or dealing with teaching and learning projections within the framework of teacher training for mathematics teachers. Explicitly, my goal is to identify, organize, and document to understand the epistemological underpinnings underlying mathematical teaching practices that are evidenced as epistemological practices and become the core of curricular stages. Based on the research results I try to discuss significant marks that give identity to this area presenting weaknesses that need to be overcome as well as achieved successes. The study allows to affirm that the theses show actions developed in the supervised stage in the course of the teacher training of Mathematics expanding formative possibilities and providing reflection and seeking to impart unity between theory-and-practice. In the theses analyzed there are restrictions due to fragmentation and lack of focus and approaches to epistemological consideration in the subject-object relationship, making it necessary to explicit the conception of teacher one wishes to form and the related mathematical conceptions, such as one's own internship. In specific epistemological terms, the results of this investigation make it possible to conclude that the scientific production under analysis in general and in particular on research in Mathematics Education should not be done in a parsimonious way, with emphasis only on methodological actions, attributing sense and meaning to the epistemological questions of mathematics with a view to break with the simplistic eclecticism regarding the methodological approach, evaluating the epistemological complexity of mathematics for the teacher as a guiding thread that understand the needs of improvement of the teacher training.