Formação Inicial de Professores (as) de Matemática: Um Olhar Didático para as Práticas Pedagógicas na Graduação

Abstract

The research highlights the initial training of Mathematics and Didactics teachers, considering pedagogical practices in undergraduate courses. The study sought to solve the problem: how has Didactics contributed to the development of pedagogical practices in the IFPI Mathematics Degree Course in the IX period? From this, the general objective was to understand, from Didactics, the pedagogical practices developed in the IFPI Mathematics Degree Course in the IX period. Thus, the methodological path included a Documentary Research analyzing the Pedagogical Project of the Degree Course in Mathematics at IFPI, Campus Piripiri, constituting a Case Study carried out with eleven undergraduate students who had studied the Didactics curricular component in the period 2022.1 and were participating in Professional Practice IV or the Pedagogical Residency Program. It brings a qualitative approach, with exploratory objectives. Data were generated with institutional documentation and a semi-structured questionnaire. Through the investigation, it was possible to verify that Didactics is identified by research participants as an instrument that helped them in the development of teaching identity and, for them, pedagogical practices are strategies and methods applied by teachers aiming to promote learning. As for the contribution of Didactics to pedagogical practices, in the perception of collaborators, it begins outside the classroom with planning and goes on to guidelines that guide the teacher's attitude. Both Didactics and pedagogical practice need to be part of the continuing education of trainers.