Uma análise sobre como licenciandas em pedagogia repercutem componentes curriculares de matemática nas práticas pedagógicas

Abstract

This dissertation is organized as a collection of two articles that take like their object of study initial training in Pedagogy and the components related to the teaching of Mathematics. We established an objective for each of these two studies: in the first article, we aimed to carry out a mapping of scientific productions that deal with Mathematics in the initial training of pedagogues, teachers who teach mathematics in the initial years of Elementary School. In the second article, we chose to analyze what pedagogues say about the repercussions of the mathematics curricular components of the Pedagogy course on pedagogical practices. This involves two studies with the following methodological approaches: in article I the study was bibliographic in nature with a mapping-type synthesis of literature, and in article II, had an empirical nature, qualitative method, in which data were collected through semi-structured interviews to obtain data from likely graduating students of the Pedagogy course to ensure that they had already completed the curricular components related to the teaching of Mathematics and completed at least one of the mandatory internships. The results of the first article of the mapping type, indicate that the curriculum of the Pedagogy course was the highlighted element in the research that highlights the relationship between initial training in Pedagogy and Mathematics. In turn, the results of the second article the results of this article indicate that the curricular components of Mathematics have had a favorable impact on the pedagogical practices of pedagogues, but improvements still need to be made in terms of overcoming the gaps arising from Basic Education, suggesting also continued training as an important link to assist pedagogues in teaching and learning their students. The two studies converge in the sense of pointing out the need for continuity in research within this theme, as well as presenting continued training as an important link to assist in the training demands of pedagogues that precede and/or precede graduation.