Desafios da formação docente inicial e as práticas de estudo na educação matemática escolar

Abstract

The objective of this text is to describe the analysis of some current challenges to train Mathmatics teachers for the Basic Education and more specifically on what comes to practices and characteristic knowledge of school and university cultures. This analysis was done based on the assumption that there is a great difference between the practices developed along the years at the university, on the teaching graduation courses, and those practices which characterize the school tasks on the Basic Education. It is an attempt to discuss the quality development of the teachers professional formation. In order to surpass this formation it is necessary to articulate both the university and school culture. In a general way, such question has not been discussed on the Mathematical teaching graduation courses and still keeps covered, as if the nature of school practices had almost nothing in common with the university studies, but the conditioning domain of specifc contents requirement. Thus, in order to develop the objective proposed, we outstand specific aspects of School Mathematics trying not to set apart the other disciplines. It is a matter of outstanding specific methodological aspects in Mathematics teaching in accordance with the formation held in academy institutions. The study of such question is underpinned based on the Didactics Transposition Theory and in a more ample way on the anthropological approach of school classes, proposed by the french mathematician educator Yves Chevallard and shared by his research partners. A speech analysis was held in a group of units out of the original texts, which were applied to the Brazilian education reality. Such study allowed to verify the existence of a considerable distance between school teachers practices and those related to the academy knowledge, showing a gap between the school knowledge and the practices adopted in the teachers formation courses. One of the consequences of such problem is the massive presence, in the school routine, of more instructive aspects rather than educational. This may be proved by the identification of disciplinary and didactics aspects, where the methodological strategies are almost always confused with the textual formation of the mathematical knowledge.