(DES)ARTICULAÇÃO ENTRE CONHECIMENTOS MATEMÁTICOS E DIDÁTICOS-PEDAGÓGICOS: PERCEPÇÕES DE PROFESSORES EM INÍCIO DE DOCÊNCIA EM MATEMÁTICA

Abstract

Numerous researches seek to understand the process of initial teacher education and these have pointed out that undergraduate courses still present several challenges to be overcome. In this sense, this research sought to investigate the (dis) articulation between mathematical and didactic-pedagogical knowledge from the perception of teachers in the beginning of teaching in mathematics. To this end, semi-structured interviews were conducted with six graduates of the Mathematics Degree Course at the Federal University of Rio Grande - FURG about their understandings in relation to several aspects related to their initial training. To analyze these reports, the Collective Subject Discourse (CSD) was used and three discourses emerged: “Divergences between School and University”; “Disarticulation between mathematical and didactic-pedagogical knowledge”; and “Approaching the school field”. In this article, the second discourse will be analyzed, through which it was possible to realize that to achieve a more complete teacher education, it is not enough to bring academic mathematics and school mathematics together, it is also necessary to integrate the study of didactic-pedagogical knowledge with the study of mathematical knowledge . Thus, it is concluded that the disciplines of specific and didactic knowledge are important for the constitution of the teacher, however it is important that the initial training courses establish relationships between this knowledge, overcoming the conceptual ruptures.