Intercontextualidade na prática educativa de iniciação à docência em matemática para a educação básica

Abstract

This research adopts as an object of analysis the interdisciplinary educational practices developed, within the scope of the Institutional Program of Initiatives for Teaching (PIBID), which turns to the teaching initiation of students of the Degree in Mathematics, Federal Institute of Education , Science and Technology of Pará (IFPA). The main objective of this research is to analyze the levels of contributions of the interdisciplinary educational practices dynamized by the PIBID / IFPA / Mathematics, at the interface of the epistemological- pedagogical intercontextuality, that intended to make the students capable of dynamizing projects for the improvement of the teaching of Mathematics in Basic Education. The methodology used in the research was of the qualitative type, based on epistemological and gnosiological principles, which are based on a theoretical framework constituted, mainly, by the contributions formulated by authors such as Pombo (1994, 2004, 2008), Fazenda (1993, 2002) Weil, D'Ambrosio and Crema (1993), Nicolescu (1999) and Zabala (1998), with a view to a reflection on the contributions of the interdisciplinary practice in the initiation to teaching in undergraduate courses in Mathematics. The results of the research were systematized from the elaboration and use of an analytical model MQ2, which presents a detailed description in chapters 2 and 3 of this thesis, whose relevance lies in the feasibility in measuring the level of the epistemological-pedagogical contribution of practices Educational in the beginning to teaching in Mathematics and made it possible to point out a didactic unit for the studies on epistemological-pedagogical intercontextuality. At the end, in order to address the consequent answers to the questions formulated a priori, we confirm the thesis that the dynamization of interdisciplinary educational practices in the epistemological-pedagogical intercontextuality of initiation to teaching in Mathematics contributes to the expansion of academic knowledge and to the construction of a new pedagogical profile In the students, that make them capable of dynamizing projects for the improvement of the teaching of Mathematics in Basic Education.