Prática de pesquisa no ensino de Matemática: Influência na formação inicial do professor

Abstract

This paper aims to investigate the contributions of research practice in the process of formation of the Mathematics teacher, seeking to elucidate and situate the teacher profile as a Mathematics researcher in the classroom. The choice of the “Researcher Teacher” theme stems from the need for an investigation in the field of the initial formation of Mathematics teachers who seek to combine theory in their classroom practice, through research that contributes to effective learning. According to the literature presented during the discussion, there is a lag during the initial training process which directly influences the future classroom practice of these professionals. The research is characterized as qualitative (BOGDAN; BIKLEN, 1994; YIIN, 2016) with a case study approach according to the ideas of Hartley (1994), Voss; Tsikriktsis; Frouhlich (2002), Yin (2005) and Martins (2008), which aims to find and systematize detailed information about a given phenomenon. It is also characterized by being a strategy that can penetrate a social reality. Through this approach we intended to elucidate how the initial formation of the Mathematics teacher occurs, from the perspective of the researcher teacher and the influences arising from this formation in the classroom. The investigation took place through semi-structured interviews with Mathematics teachers from public educational institutions, in order to identify from the experiences of those involved, elements made up of ideas concentrated on our object of study. As procedures for analysis of the interviews we used the Collective Subject Discourse Lefèvre and Lefèvre (2015), which rescues the thought identifying in the individual opinions the meanings that have similar character grouping them in global semantic categories. In the end, through the descriptions and analysis of the interviews, we can see a recurring weakness in the initial formation of Mathematics teachers. Although the research participants manifested themselves in knowing and experiencing the research, we realized that the conceptions hitherto built by them do not represent a concrete practice for the appropriation of doing research. In short, we can say that teachers understand what research is, however, they don´t have the necessary theoretical background to incorporate this practice in their classroom. This stems from the failure to carry out research practice during the initial formation of the Mathematics teacher in higher education institution.