Saberes para a docência em matemática na Educação de Jovens e Adultos : um estudo com licenciandos de matemática durante o estágio supervisionado

Abstract

This research is linked to the line “Teacher Education for Science and Mathematics Education”, from the Graduate Program in Science and Mathematics Education (PPGECEM), from the Amazonian Network of Science and Mathematics Education (REAMEC), from the Federal University of Mato Grosso (UFMT). It aims to analyze knowledge for teaching in Mathematics in Youth and Adult Education mobilized and built by future teachers in the development of the supervised internship of a Mathematics Degree course in groups of young and adult students. The questions are guided: (i) what knowledge will future mathematics teachers mobilize in the supervised internship in Youth and Adult Education classes? (ii) knowledge is constructed by the licensors during the supervised internship at EJA? It is understood as mobilizing knowledge acquired by undergraduate students before the beginning of the internship at EJA (from their experiences as students) and those resulting from the actions developed during the internship. To help reflect on these issues, the assumed theoretical framework includes notions about knowledge for a teaching and supervised internship, based on authors such as Lee Shulman, Maurice Tardif, Clermont Gauthier, Paulo Freire, Selma Garrido Pimenta, among others. The methodology is centered on a qualitative study of case approach. The subjects investigated were four graduates of the Mathematics degree course at the Federal University of Tocantins (UFT), campus of Arraias, who developed the supervised internship in Youth and Adult Education classes. The data were

constructed by means of: (i) questionnaires directed to the undergraduate students; (ii) semi- structured detachments carried out with the licensors; (iii) observation of non-participating

subjects during the school registers and classes of the Supervised Internship IV discipline, taught within the university; and (iv) analysis of the Pedagogical Project of the Mathematics degree course and of the intervention projects of the undergraduate students. An analysis identified through the triangulation of the researched data. The results of the research show that the actions of the undergraduate students were supported by knowledge from: the pedagogical tradition in relation to the teaching of Mathematics (representations of teaching), from the courses taken in the Mathematics degree (pedagogical and specific) and experiential (experiences in Education And Supervised Internships I, II and III). The critical reflection on the experiences lived during the supervised internship, enabled the graduates to build some knowledge inherent to the teaching of Mathematics in / for EJA: to know about EJA students and their specificities (to know students, call them by names, ask about the reasons for their absences from classes, get to know each other's reality, their life stories, why they are at school, the relationships established with Mathematics, etc.) and know about teaching Mathematics EJA (respect the students' learning pace, use diversified methodologies, know the potentials and limits of methodological instruments, contextualize mathematical knowledge and use mathematical language understandable to students). The research results corroborate the idea that teaching at EJA demands the mobilization and construction of some knowledge that is specific to this teaching modality. The internship at EJA is a space for discussion, reflection, construction and (re) construction of knowledge for teaching Mathematics in this type of teaching.