A integração das tecnologias à licenciatura em Matemática: Percepções do professor sobre dificuldades e desafios para a formação inicial

Abstract

This work discusses the mathematics teacher initial formation focusing on the role of the teacher trainer in the discipline of Mathematical Education applied to technology. It outstands for approaching the integration of technology in the teaching-learning process in the Mathematical major courses, and, in particular, for analyzing the teacher trainer‟s perceptions, such as the obstacles they face and the interference of the initial teacher formation in his teaching practice. For so, a qualitative methodology was applied in order to know the teacher trainers‟ perception about their teaching practice in the discipline of Mathematical Education applied to technology. For achieving the objective as well as answering the researching question, the data were collected by a documental research where some laws that rule the majors in Mathematics in Brazil are presented, as well as by interviewing six trainer teachers of some Brazilian states, recorded in audio and transcribed later. The analysis of interviews was carried outthrough the Discourse of Collective Subject (LEFEVRE &LEFEVRE), an instrument of analysis recently developed in Brazil. In general, teacher trainer advocates that during the initial mathematic initiating teacher there must be the highest contact with technological tools. Besides, they infer that there must be moments destined to theory and others for practical actions development in relation to technology classroom use. Another unraveled aspect is that teacher trainers rarely highlighted practices destined to forming a transforming intellectual based on technological context. Thus, we conclude that the organization of teacher formation practice is innovative and is aligned with what is proposed by the Technological Mathematical Education discussions and that theoretical studies is necessary, although in this discipline more emphasis is put upon practical activities. Nevertheless, not only the practice of the teacher trainer of the discipline, but also the discussions taken by technological lines of Mathematical Education is far from the aspects related to forming a transforming intellectual.