FORMAÇÃO DE PROFESSORES DAS SÉRIES INICIAIS: ALGUMAS CONSIDERAÇÕES SOBRE A FORMAÇÃO MATEMÁTICA E A FORMAÇÃO DOS PROFESSORES DAS LICENCIATURAS EM PEDAGOGIA - Doi: http://dx.doi.org/10.5212/OlharProfr.v.12i2.287308
Article Sidebar
Main Article Content
Abstract
O presente trabalho teve como objetivos fazer uma análise comparativa dos norteadores dos cursos de Pedagogia, no Brasil, para o ensino de Matemática (Diretrizes curriculares, PCN de Matemática e Matrizes de Matemática de quarta série do Ensino Fundamental) e analisar as grades curriculares de sete universidades públicas no estado de São Paulo. A análise dos programas dos cursos de Pedagogia foi realizada a partir da quantificação das horas dedicadas à educação matemática escolar em relação à quantidade total de horas dos cursos, buscando verificar se o conteúdo no período de formação prepara suficientemente o professor para desenvolver as habilidades indicadas nos norteadores supracitados. A comparação entre os dois tipos de análises demonstrou que há uma escassez de disciplinas sobre a educação matemática escolar nos cursos de Pedagogia avaliados neste estudo e que o tempo destinado a elas é muito pequeno em relação à duração total do curso, parecendo não ser suficiente para que o professor possa contemplar a matemática escolar em seu caráter sociocultural.
Abstract
This study aimed to make a comparative analysis of guiding the course of Education in Brazil for the teaching of mathematics (Curriculum guidelines, PCN Mathematics / Matrices Mathematics fourth grade of elementary school) and review the curricula of seven public universities in the state of São Paulo. The examination of the courses of Education was held from the quantification of hours devoted to mathematics education in relation to the total number of hours of courses, seeking to verify whether the content in their training prepares enough teachers to develop the skills listed in guiding above. The comparison between the two types of analysis showed that there is a shortage of courses on mathematics education in Pedagogy courses evaluated in this study and the time devoted to them is very small relative to the total length of the course seems to be insufficient to that the teacher can address the mathematics education in their socio-cultural feather.
Key words: School Mathematics; Mathematic’s Curriculum; Teacher Formation; Early Series.
Metrics
Article Details
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
