As disciplinas específicas e pedagógicas no ensino superior: uma análise acerca da formação inicial do professor de matemática

Abstract

This research was conducted within the scope of initial teacher training in Mathematics, aiming to investigate the specific and pedagogical disciplines in the Mathematics Teacher Education Program, considering the lack of integration between these disciplines and seeking ways to address this issue. For its theoretical foundation, we utilized authors such as Fiorentini (2005), Moreira and David (2003), Shulman (1986-1987), Ball, Thames, and Phelps (2008), and Carrillo et al. (2014), among others, who explore the training of Mathematics teachers and the knowledge required for teaching. The research subjects include the coordinators of the Mathematics Teacher Education Program and the students enrolled in the Supervised Internship course at the Federal University of Campina Grande, Cuité Campus (UFCG-CES). For data collection, the Pedagogical Course Project (PPC), which outlines the course structure, semistructured interviews with open-ended questions, and the focus group technique were used as fundamental tools to gather the participants' perceptions. Data analysis was based on content analysis proposed by Bardin (2016), aiming to discuss the integration of specific and pedagogical disciplines in the training of future Mathematics teachers. The study was divided into two main parts. In the first stage, we conducted a document analysis of the Mathematics Teacher Education Program at UFCG-CES, which allowed us to observe the curriculum organization according to official documents. We identified a greater emphasis on specific disciplines. In the second stage, we analyzed the semi-structured interviews with the program coordinators and the focus group session with the interns. Based on the elaboration of categories grounded in Bardin's (2016) content analysis, it was found that the lack of articulation between disciplines persists in the program. However, some teachers strive to modify their pedagogical practices to promote such integration. Furthermore, reflections on the importance of these disciplines for initial teacher training were highlighted, and some approaches were proposed as potential solutions to integrate these disciplines, namely: Continuous professional development within the university itself, focusing on the teaching staff sharing their pedagogical experiences; The need for changes in the curriculum structure, balancing theory and practice; The implementation of the Lesson Study formative process, which fosters collaborative work.