A formação do professor de matemática e a proposta Matemática, Tecnologia, Sociedade e Ambiente (MTSA) : uma investigação crítica

Abstract

The present thesis seeks to highlight possibilities for approaching and teaching of mathematics in the field of analysis and critical discussion and, therefore, occupy a space in the different related repositories of post-graduate works, especially in Mathematics Education, close to the CTSA focus (Science, Technology, Society, Environment). Focused on the initial training of the mathematics teacher, the research promotes a movement, which proposes to bring closer theoretical foundations for mathematics teacher training, articulated to principles that ought to guide the CTSA focus to a space that we name MTSA (Mathematics, Technology, Society and Environment), in order to epistemologically deepen the action of the mathematics teacher in his primary acting environment: the school. Then, 97 theses were collected from the CAPES Theses and Dissertations Database for a bibliographic and textual analysis. The present work is justified in the direction of arousing the action of the teaching professional for reflections and researches of an MTSA approach, in which the teacher's action orbits the making and being subject researcher who constructs and reconstructs the professional self, teacher for a re-dimensioning and development of the school space itself. The Critical Theory of the Society, the Critical Mathematics and other conceptions, such as the Ethnomathematics program, are fundamental to guide and theoretically ground practices and conducts in the education of the mathematics teacher for the local and global school context, so that open nature complex problems be objects of reflection and action in mathematics and of the subject. For this, it is necessary to mobilize mathematics knowledge and expertise, yet in the formation of the professional mathematics teacher, in the contexts of the licentiate courses. After thorough bibliographic research, the results indicated the need to establish articulation between mathematics, technology, society and environment, in order to favor the expansion and the articulating possibilities of mathematics teaching in a critical and responsible way, beyond the apparent. This is far from being a simple proposal, a way of articulating and moving from mathematics undergraduate courses to an interdisciplinary teaching, understood in its form and conjuncture of the life and systemic world. In any case, it contributes to the strengthening of democratic, plural, sustainable, and solidary societies and to the development of an emancipatory education that permeates and passes through teacher education. It consists of thinking the mathematics teacher as part, above all, of the perception and theoretical assimilation of the permanent connections of the mathematics, technology, society, and the environment. Conceived from the context of the author's professional experiences and observations, the present investigation signals for a remaking of the action itself, in a reflective, dialogical, and above all critical tread of the complex weaves of teacher education, in a sensitive way permeated by looks beyond the teaching action in mathematics finalized in itself.