Análise real e formação docente: percepções de egressos sobre a relevância e a utilização na educação básica

Abstract

This study investigated how alumni from the Mathematics Teacher Education programs at the Federal University of Technology – Paraná (UTFPR), across the Cornélio Procópio, Curitiba, Pato Branco, and Toledo campuses, relate the contents of the Real Analysis course to their pedagogical practices in Basic Education. Adopting a qualitative approach and exploratory character, the research included documentary analysis of the Pedagogical Course Projects (PPC) of each campus, focusing on syllabi, curricula, and bibliographies, as well as an examination of the Common National Curriculum Base (BNCC) and the National Guidelines for Initial Teacher Education (BNC-Formação), aiming to understand the articulation between initial training and teaching practice. Data collection occurred in two stages: an online questionnaire (Google Forms) and semi-structured interviews with alumni (via Google Meet). The results revealed that while participants attribute theoretical relevance to the Real Analysis course, they face difficulties in recalling its contents and, more importantly, in applying them in their teaching practice, reinforcing the perception of a disconnect between academic training and pedagogical practice. The analyses also highlight the need for methodologies that promote the gradual introduction of formalism, didactic contextualization of content, and the creation of reflective spaces during initial teacher education, such as Supervised Practical Activities (APS) and Practical Activities as Curriculum Components (APCC). It is hoped that the findings of this study contribute to the improvement of teacher education programs in Mathematics, encourage stronger connections between theory and practice, and offer insights for future research in the field of Mathematics Education.