A PRÁTICA COMO COMPONENTE CURRICULAR E SEUS DESDOBRAMENTOS NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA A PARTIR DA RESOLUÇÃO CNE/CP 02/2015

Abstract

This article aims to analyze how the practices understood as curricular components (PCC) are distributed in the curricular matrices of the pedagogical projects and being interpreted in the disciplines of the undergraduate courses in Mathematics in the Midwest Region, in view of the Resolution CNE/CP 02/2015. The corpus was composed of 14 pedagogical projects, obtained by the members of the Working Group (GT7) of the Brazilian Society of Mathematics Education (Sbem) during the mapping that was carried out in a nationwide research and that were updated according to the national curricular guidelines in the period from 2016 to 2019. The data analyses were performed from the quantitative data of the PCC workload distribution and qualitatively after using the text mining technique with the aid of the IRaMuTeQ software. The results indicate an effort of the undergraduate courses in proposing PCC beyond the practical teaching activities performed in mathematics classes, also addressing aspects of historical and cultural studies and the use of educational software. Therefore, we can affirm that the courses understand the PCC as a whole, as formative activities that provide experiences of knowledge application and development in procedures proper to the exercise of teaching.