A formação do professor de Matemática: Uma reflexão sobre as dificuldades no início da carreira docente

Abstract

The objective of this study is to identify the main difficulties experienced by teachers of mathematics in the beginning of the teaching career and to report how early teachers perceive their pedagogical doing in the classroom. Participants in this research were six math teachers from public elementary schools with up to three years of classroom exercise after completing the course. The data used in a qualitative approach were obtained through semi-structured interviews. Among the questions pointed out that characterize the main difficulties faced by the early math teacher, are: (in) discipline in the classroom; the relationship with other teachers and school management; difficulty in performing a pedagogical practice different from what already happens in the school as well as put into practice the knowledge brought from the initial training course. Faced with the surprises with the school reality found, the beginning teachers feel the need to rethink teaching, breaking with traditional methods, which is difficult with the lack of support that they believe (or affirm) not to find in school. This research aims to contribute to the area of teacher training, since it offers elements that propose to rethink and reflect on the pedagogical doing in the classroom as a way to alleviate the difficulties experienced, mainly, by early math teachers. Expand the vision of initial training and career entry, prepare teachers emotionally for the challenges that arise in the task of teaching.