Formação de professores (as) no curso de Pedagogia campus de Miracema (TO) e as contribuições para o ensino da matemática nos anos iniciais: um estudo na turma de concluintes de 2020/1

Abstract

The present work has as general objective to understand the process of formation of pedagogical teachers for the teaching of Mathematics for the initial years in the Course of Pedagogy, Campus of Miracema do Tocantins - TO, mainly in the class of graduates 2020/1. We seek to reflect on the formation of the pedagogue for teaching mathematics in the early years, to identify the difficulties in understanding the methodologies for teaching mathematics for the initial years in the Pedagogy course and to debate the relationship between theory / practice in the education of the pedagogue for the mathematics in the early years. As a methodology, we use the quantitative / qualitative approach accompanied by bibliographic research, and as a data collection instrument provided a questionnaire with 10 (ten) closed questions via online regarding what the academics thought of the subject of Mathematics. The theoretical framework was based on BNCC, Bzrezinski (2007), Andrade (2017), Lorenzato (2006), Fragoso (2001), Auerbach (1939) highlighted another brief report on the History of Pedagogy, Teacher Education that regulate the discipline of Mathematics for the initial grades, going through the mathematical literacy approached by the BNCC and an overview of the mathematical experiences taken in the Pedagogy course as the internship and the Interdisciplinary Laboratory of Pedagogical Practices. From the research we observed that academics do not identify much with Mathematics, but that they leave the course compared to the methodologies learned in this discipline and that they feel able to teach it. However, we observed through experiences during the course that the biggest problem for students is the lack of basic mathematical content.