O despertar da docência: aspectos da formação inicial de professores(as) de Matemática do Ensino Fundamental

Abstract

The study addressed the initial training of Mathematics teachers and its impact on the practice of novice teachers working in elementary education. The research sought to answer the following question: What aspects of initial training influence the pedagogical practices of novice Mathematics teachers working in public elementary schools in Piripiri-PI? The study identified the moments in the training process that sparked the desire to teach in novice Mathematics teachers, evaluated the challenging aspects of learning to teach, considered the pedagogical practices of teacher educators in the undergraduate program, and examined the pedagogical practices originating from the undergraduate program, considering their influence on the professional performance of novice teachers. The theoretical framework is based on Huberman (2000), Nóvoa (2014; 2019), Tardif (2018), Freire (2016), Coimbra and Quaresma (2023), Libâneo (2001; 2018), and Masetto (2012). The work was structured as an Action Research study (Thiollent, 2018), with a qualitative approach (Minayo, 2016). Data was generated through questionnaires (open and closed questions), semi-structured interviews, and a professional development session in the form of a dialogue-based lecture by the researcher with Mathematics teachers who had a maximum of 5 years of experience. Data analysis was based on Bardin (2022). The study found that the initial experiences in the school environment, as well as the pedagogical practices and professional demeanor of teacher educators, influence the construction of the professional identity of future educators and the development of these professionals' career cycles. The study highlights the focus on the initial training of Mathematics teachers, with an emphasis on the pedagogies of teacher educators.