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Práticas investigativas na formação de futuros professores de matemática
(Universidade Federal do Pará, 2017-07-12) BACURY, Gerson Ribeiro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The experiences, that is, the reflections coming from the contact with the real context of the classroom, are essential in the process of becoming a teacher of Mathematics. In this perspective, it is necessary that the Supervised Internship discipline provides opportunities, establishing links between the theoretical knowledge acquired during the training process of the future Mathematics teacher and the reality of the Basic Education schools, consolidating the relations present in the teaching, in order to materialize them in mobilizing actions, in the classrooms. We consider the realization of Investigative Practices, constituted in the Group of Studies and Research of Investigative Practices in Mathematical Education (GEPIMat), and marked by the critical collaborative work as the catalyst for change and transformation in the teaching attitudes of the future teachers of Mathematics. From these, we seeked the understanding to answer the question that guided this research: What is (are) the relation (s) between Investigative Practices and the changes and transformations in the training of future Mathematics teachers? To do so, we aim to: Analyze the relationship between the introduction of Investigative Practice and the changes and transformations in the training of students of the degree course in Mathematics during the Supervised Internship. In this sense, we used the theoretical contributions, so we realized, first, the mapping in theses and dissertations that approach the Supervised Internship in the courses of Licenciatura in Mathematics; and then we turn to scientific articles from periodicals specialized in Mathematics Education. In this way, the investigation has developed in order to constitute an epistemic understanding about the Investigative Practices in Mathematical Education. The methodological path taken to meet our objective and, therefore, to answer the research question, was traced by the collaborative research, in the critical reflective perspective proposed by Ferreira (2012a) and Ibiapina (2008), together with eleven participants - academics regularly enrolled In the disciplines of Supervised Internship, of the Mathematics Degree course of the Federal University of Amazonas (UFAM). The results obtained in reflective sessions showed that it is only possible to configure the Supervised Internship as an agent that mobilizes change and transformation in the teaching attitudes of future Mathematics teachers, when it is carried out through the Investigative Practices in Mathematics Education, as the effective materialization of relation between theory and practice; as the mathematical content and the pedagogical action - so discussed in the academy - mediated by a group of studies and research, based on critical reflective collaborative work, integrating the coordinating teacher of the discipline, trainees and students from partner schools.