AS DISCIPLINAS DE LABORATÓRIO DE ENSINO DE MATEMÁTICA NOS CURSOS DE LICENCIATURA EM MATEMÁTICA DOS INSTITUTOS FEDERAIS DAS REGIÕES SUDESTE E SUL: OLHARES A PARTIR DA ADEQUAÇÃO ÀS DCN-CNE/CP 02/2015

PERSPECTIVES BASED ON ADJUSTMENTS TO DCN-CNE/CP 02/2015

Abstract

This article aims at mapping, describing and analyzing aspects of the teaching programs for the disciplines that specifically approach the Mathematics Teaching Laboratory (MTL) perspective. Based on previous studies, the guiding criteria for the definition of the corpus were: (i) Mathematics Teaching courses offered by Federal Education, Science and Technology Institutes in the Southern and Southeastern Regions and (ii) pedagogical plans for courses offered between 2016 and 2019 which followed Diretrizes Curriculares Nacionais para a Formação Inicial em Nível Superior e para a Formação Continuada (National Curriculum Guidelines for Initial Formation in Higher Education and for Continuing Education, in free translation) published in 2015 (DCN-CNE/CP 02/2015). To do so, we analyzed and discussed the teaching programs for the disciplines that discussed the MTL perspective in relation to the following aspects: (i) general specificities of the disciplines, (ii) syllabus and (iii) (basic and complementary) references. The results reveal that discussions on MTL were little explored in the pedagogical plans for the courses, and the information contained in the teaching plans that we analyzed point to possible interactive reflections among different mathematics teaching strategies. As such, discussing the disciplines that approach MTL is directly related to the initial formation of mathematics teachers.