A relação com o saber matemático de professoras pedagogas

Abstract

Observing the issue of previous mathematical experiences of pedagogical teachers as a factor in creating knowledge, beliefs and feelings about Mathematics becomes relevant to the extent that such a process can influence their teaching practice in the classroom. The dissertation developed is a research with a qualitative approach whose object of study involved pedagogical teachers who worked in the Initial Years of Elementary Education in municipal public schools in the northern region of the state of Paraná in 2022. The data consists of interviews recorded in video, later transcribed, carried out with five pedagogues. These data were organized, structured and interpreted according to what is presented in the 3x3 Matrix present in the article entitled “A new instrument for the analysis of teacher action in the classroom”, by Arruda, Lima and Passos (2011), which considers the relationship with mathematical knowledge in the classroom as “Relationship with Knowledge” (CHARLOT, 2000). Aiming to understand the relationship with the mathematical knowledge of pedagogical teachers who worked in the first years of Elementary School, we applied the Teacher Matrix to the data obtained from the interviews. To provide a more detailed analysis of the data, we used the procedures indicated by Discursive Textual Analysis (MORAES; GALIAZZI, 2011), using categories that showed how these teachers managed relationships with mathematical knowledge. The results suggest that the training process, even prior to higher education, provides much more than a set of theoretical or methodological references. The entire previous life story of the interviewees is involved in what they demonstrated professionally. By using the 3x3 Matrix by Arruda and Passos (2011), we understand the influence of several factors on the performance of pedagogues in teaching Mathematics in Basic Education. The Discursive Textual Analysis procedures made it possible to understand that the reality of all of the participants is permeated with considerable insecurity regarding the knowledge they have about mathematical content, as a large part of their statements concerns how they had, and still have, difficulty understanding Mathematics to be able to teach it.