Comunicação de saberes docentes : uma reflexão sobre o curso de Licenciatura em Matemática da Universidade Estadual de Maringá

Abstract

This work presents a diagnosis on the pedagogical disciplines offered in the Mathematics licentiate degree course of the State University of Maringa. The research adopts the discourse analysis methodology through the observation of the lectures on Pedagogical Theory and Practice; Supervised training and regency disciplines carried out by future teachers of Mathematics. The objective was to check what are the contributions of the licenciate course, especially in terms of pedagogical disciplines, in the construction of teacher's knowledge and the development of more communicative and reflective practice in the classroom. We intended also to verify the influence of the trainer teacher's discourse on the future teacher's pedagogical actions, given that the construction of knowledge is strongly based in practices that enable the students to manifest their thinking and ideas, and compare, negotiate and change their representations, conceptions and beliefs. A total of 64 lessons of four teachers were attended from June 2010 to November 2011. Two of these teachers have strong formation (post-graduation) in pure mathematics while the two others have post-graduation in Education for Science and Mathematics, with regular work in this area. For the future teachers, they are students from the 2nd, 3rd and 4th year of the Licentiate degree course. The analysis of data collected in transcriptions on audio recorded lectures and notes taken during it, as well as interviews and questionnaires showed that despite the significant increase of subjects of a theoretical practical emphasis on the theoretical aspects and the predominance of formal disciplines whose beliefs fall on the concept that a good mathematical knowledge is sufficient to form a good teacher seems to prevail among many of the teachers who teach disciplines for licensure.