Elementos do saber profissional na formação do professor de matemática da Universidade Federal do Amazonas : uma matemática para ensinar (1980-1995)

Abstract

During a certain period in the history of mathematics education in Brazil, undergraduate courses in mathematics prioritized specific mathematics content in teacher training, believing that this knowledge would be sufficient for teaching. However, the articulation needs between knowledge coming from the disciplinary field and that of the Educational Sciences were taking the center of great debates, mainly, by specialists in the areas of mathematics and pedagogy. This research aims to analyze the knowledge organized in the formation processes of mathematics teachers at UFAM, in the period from 1980 to 1995, in a cultural and historical perspective. This research is justified by the importance of studies on the changes in the body of professional knowledge that were characterizing teacher education in the time frame under analysis, mainly in the (trans)formation of knowledge acquired in the field of Educational Sciences. Curriculum grids, current legislation, course plan, reports, event registration, programs, menus, among other documents, were listed as research sources. The treatment of this information is guided by the following research problem: what changes occurred in the professional knowledge of the mathematics teacher who was trained in the undergraduate course at UFAM in the period 1980 to 1995? It is based on a theoretical-methodological contribution that follows guidelines from Cultural History theorists, by André Chervel, from school culture, by Dominique Julia, in the historical construction of knowledge, given by Peter Burke and from studies of professional teaching knowledge, analyzed in a historical perspective as the articulation between knowledge to teach and knowledge to teach, by Borer, Hofstetter, Schneuwly and Valente. Data analysis points to a mobilization of insertion of elements from the field of Educational Sciences, even in a timid way, in the UFAM degree course, revealed mainly under the heading Practice of Teaching Mathematics, where elements of mathematics to teach are found. Thus, contributing to the construction of elements of professional knowledge of mathematics teachers, providing opportunities for processes for the production of knowledge. This allows us to argue that the undergraduate course in mathematics at UFAM, at first markedly disciplinary in nature, guided by the mathematical field, followed a continuous movement of incorporating Educational Sciences in the transformation of its curricular rubrics.