O processo de construção de sequência didática investigativa na formação inicial do professor de matemática : mobilizando conhecimentos profissionais para a docência na educação básica

Abstract

The present investigation fits into the field of study on the Mathematics teacher in the context of initial training. The general objective of this research is to understand the professional knowledge mobilized during the construction of Investigative Didactic Sequences (SDI) by Mathematics teachers in the process of initial training. The focus of the research is the process by which Mathematics teachers in initial training experience when they are placed in a situation of building and proposing Investigative Didactic Sequences aimed at teaching some mathematical content in Basic Education. The focus to be given to the research concerns the formative, didactic and pedagogical experiences that are inherent to the process of building an Investigative Didactic Sequence. The methodology is centered on the qualitative approach of the exploratory research type. As a methodological and analytical approach, we developed this research with 4 (four) collaborators: 1 (one) teacher in the process of initial training and (3) graduates of the Mathematics Degree Course at the Federal University of Tocantins - Campus de Arraias. The empirical material analyzed was produced and organized using the following instruments: (a) reports with the built SDI; and (b) questionnaires on the construction of SDI. The analyzes were organized through mixed categories, obtained from the confrontation between the theoretical basis and the records of the materials extracted in the research field. We used the Content Analysis method to carry out the analyzes of the empirical material. The thesis defended points out that Mathematics teachers, in the process of initial training, mobilize professional knowledge for the exercise of teaching in Basic Education when they build Investigative Didactic Sequences. These professional knowledges are: mathematical knowledge (MK), pedagogical content knowledge (PCK), beliefs about Mathematics and about teaching and learning Mathematics, knowledge of PCC and PCSDI as a formative process, knowledge about SDI elaboration as a research process. We hope, with this research, to contribute socially to the improvement of the initial formation of the Mathematics teacher with a view to the practical and formative activities that can be developed in Mathematics Degrees.