A temática dificuldades de aprendizagem em matemática em cursos de Pedagogia : uma discussão ausente

Abstract

This research seeks to answer the problem: how are learning difficulties in mathematics addressed in Porto Velho-RO Pedagogy courses? Its objective is to analyze how the thematic difficulties of learning in mathematics is approached in the courses of Pedagogy during the formative process of the future teacher that will teach in the initial years of Elementary School. To develop the research, it was reported to the theoretical reference on teacher training, mathematical training in Pedagogy courses and learning difficulties in mathematics. For the study, Qualitative Research was adopted as a methodological option, because it allowed to enter the participating Higher Education Institutions, with the purpose of investigating and knowing how the difficulties of learning in mathematics are approached in the courses of Pedagogy. In order to respond to the research problem, document analysis, semi-structured interviews with teachers working with mathematics training and Focus Group with students of Pedagogy were used as data production tools and procedures. Three (03) teachers who work in mathematics training and thirty-nine (39) academics of Pedagogy, from three Institutions of Higher Education who offer the Pedagogy course (from four existing institutions in Porto Velho-RO) participated in the research. From the theoretical framework and the aspects that emerged from the data, the study had two categories of analysis. The first category corresponds to "The thematic Mathematics learning difficulties in official documents", which discusses how the teachers' training Guidelines of 2015, the Guidelines for the 2006 Pedagogy course, the proposals of the courses investigated and the course plan for teachers approach learning and learning difficulties in mathematics. The second category deals with "The experiences of Pedagogy students and teacher educators with regard to the thematic difficulty of learning in mathematics", which emphasizes what the teachers trainers and academics of Pedagogy say about the experiences lived in the mathematical formation regarding learning and difficulties in math learning. From the data produced the research concluded that the National Guidelines that guide the formation of the teacher do not expressly mention the learning difficulties as the subject to be discussed in the training; there are no indications from the analysis of the course projects and teaching plans that the learning difficulties in mathematics are approached during the initial training in the Institutions of Higher Education investigated; the students indicate that the subject is not discussed in the course, supervised, although they live in situations in which children could be in difficulties, no specific action was developed to soften or solve the situation. Therefore, they do not feel prepared to deal with learning difficulties in math. Despite this, teachers trainers and academics understand that multiple factors influence the success and / or failure of learning in school mathematics, highlighting aspects related to teachers' attitudes and practices and the students themselves. Thus, the research indicates the need to rethink the initial training of teachers in order to promote this discussion by articulating it with continuing education and professional development, with a view to improving the quality of Brazilian education.