A mediação das disciplinas pedagógicas na formação dos professores de matemática

Abstract

The Pedagogical Disciplines make up a very serious axis in the Curriculum Matrix of Mathematics Degree Courses. These disciplines prepare the teacher to exercise the profession and encourage him to be reflective to contribute significantly to the school community. However, the great appreciation given to Specific Disciplines is notorious, leaving Pedagogical in a secondary plane, further impairing the articulation between the two axes and minimizing the protection of these Disciplines in the formation of Mathematics teachers. The theoretical instruments that focused on the kai approach of the research were Teacher Training, Curriculum, Didactics, and School Ethnography. From this perspective, this research sought to understand how the Disciplines of the Pedagogical Axis adhere to the training and professionalization of Mathematics teachers from two schools in Cocal-PI; the schools were identified as School 1 and School 2, to maintain the ethical anonymity of the research. Through school ethnography, standard application, and documentary collection. In summary, is study contributed to the teaching of Mathematics is also influenced the conception and education mediation in Mathematics Degree Courses, showing that the articulation of Specific Subjects and Pedagogical Subjects positively favors teacher professionalization, improves practice in the classroom, sharpens the critical and reflective sense of social demands within the schoolroom, improving the teaching and learning of mathematics