Navegando por Assunto "Professional knowledge of teachers"

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Saberes docentes em movimento: da formação inicial em pedagogia ao ensino da matemática nos anos iniciais da educação básica
(Universidade Federal do Pará, 2021-06-18) PRAZERES, Janaína Batista dos; SILVA, Marcos Guilherme Moura; http://lattes.cnpq.br/3278058288104378; https://orcid.org/0000-0003-3589-1897; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
In this research, we address the professional knowledge of teachers who teach mathematics in the early years of basic education. The study aimed to highlight the knowledge to teach and the knowledge to teach mathematics in the early years produced by pedagogues when reporting their teaching practice. For this, we were together with six teachers from the municipality of Castanhal-PA who taught in the early years in 2020 and had a degree in Pedagogy at the Federal University of Pará - Campus Universitário de Castanhal. Due to the restrictive measures to combat Covid19, the approximation with the teachers took place online, using two virtual platforms that made it possible to carry out synchronous meetings between the researchers and the investigated teachers, in order to facilitate the production of information. Individually, we carried out semi-structured interviews, which were recorded and later transcribed. The analysis and interpretation of information were developed from the perspective of a qualitative methodology, using Textual Discursive Analysis (ATD). The evidenced elements allowed the analysis from five main categories: Personal knowledge, Pre-professional mathematical knowledge, Knowledge to teach mathematics, Knowledge to teach mathematics in the early years, Knowledge for training, generally indicating that the construction of knowledge a teaching mathematics in the early years are not significantly established in the initial training so that it is possible for the teacher to enter the classroom. In this sense, teachers understand that a closer approach to the practice of teaching and learning mathematics would be necessary. Therefore, the professors indicate that the knowledge to be taught is far from the confrontations found in the school environment and has weaknesses in relation to the mathematical content foreseen for the early years. As for the knowledge to teach mathematics, it was noticeable that teachers produce from the need to overcome the weaknesses of initial training, and for that, they study in advance and develop their own materials to support their practice. We believe that it is also necessary to develop other studies that have the possibility of following the teachers' classes and highlighting the tacit knowledge present during teaching practice.