O conhecimento específico e o didático na prática docente do curso de licenciatura em matemática na UNESPAR/Paranaguá

Abstract

The research deals with the relationship between didactics and specific knowledge in the teaching practice of the teacher trainer in the Mathematics Degree Course - Paraná State University - Paranaguá Campus. The object of the research is the teaching practice in the relationship between didactics and specific knowledge, being the teacher trainer the subject. The guiding question of the research is: how do specific knowledge and didactics relate to teaching practices in this undergraduate Mathematics course? The general objective is to know the configuration of the teacher trainer's teaching practice regarding the dilemmas of the dichotomy between specific and didactic knowledge in the course of Mathematics Undergraduate. The specific objectives are: to identify the theories that underpin the integration between specific and didactic knowledge in the teaching practice of the teacher trainer in this undergraduate course; to contextualize the undergraduate course in Mathematics at the Paraná State University - Paranaguá campus - in the context of educational policies for undergraduate studies and teacher training; and to analyze the relationship between didactic and specific knowledge in the teaching practice of the teacher trainer of this undergraduate course in Mathematics. The methodology based on the qualitative and descriptive research approach used bibliographic, documental, and field data. Data were collected through documents such as the course's PoliticalPedagogical Project (PPP), a questionnaire, and interviews with teachers from the Mathematics Collegiate, according to the project. The content analysis will be based on Bardin (1977). For the theoretical basis, we highlight the following: Vázquez (1997); Souza (2016); Viana (2016); Franco (2015,2016); Pimenta and Anastasiou (2002); Saviani (1982; 2007; 2008; 2012; 2013); Imbernón (2011); Gatti (1992, 2010, 2013, 2014, 2017); Nóvoa (2017); D'Ambrósio (2012); Fiorentini (1995, 2005, 2008, 2012, 2013, 2018); Shulman (1986, 1987, 2014), among others. The research results point out that, with respect to the theories that underpin their teaching practices, those acquired throughout professional careers stand out, not instituting a theoretical model. Teachers try to follow models based on teachers during their training. As far as the Undergraduate Course is concerned, educational policies have required from teachers a change in profile, from the centrality of technicism to a progressive perspective, understanding the importance of teaching practices that centralize their pedagogical actions for the student. As for the articulation between specific and didacticpedagogical knowledge, there are still remnants of technical rationality, but the differential is in the understanding of considering educational research in mathematics as a form of articulation. Thus, they value the relationship between theory and practice, and the faculty prevails on the need to insert the students in the research scenario and, consequently, discuss the formative practices. Specific knowledge of mathematics, in the view of the teacher trainers, is indispensable to the education of the students, who agree that it is not enough. Although they are aware of updating their teaching practices, they still seek to tune them to the meaning of pedagogical practice, as well as a greater approach to educational theories and a better understanding of their formative practices.