A prática docente na formação inicial de professores de Matemática: Reflexões a partir das vivências no Projeto Calenu.

Abstract

This Final Course Work aims to investigate how my work as a monitor in the Literacy, Literacy and Numeracy Center Project (CALENU) contributed to my training as a Mathematics teacher. The study is based on a concrete experience with elementary school students who face learning difficulties, many of which were aggravated by remote teaching during the COVID-19 pandemic. Based on the analysis of the activities developed in the project, especially focused on mathematical literacy, numeracy and literacy, it was possible to reflect on the teaching knowledge constructed in direct contact with students. The research follows a qualitative approach, valuing lived experiences, sensitive listening and the process of reflection on practice. Authors such as Shulman (1987), Nacarato (2009), Pimenta (1999) and Kishimoto (1994) theoretically support the investigation, contributing to the understanding of the importance of pedagogical content knowledge (PCK) and teaching practice in the early years. The data analyzed show that CALENU is a significant educational space for both students and monitors, promoting teaching that is closer to the reality and diversity of school subjects. It is concluded that the experience contributed significantly to my initial education, awakening a more critical, reflective and sensitive awareness about the social role of the teacher