As percepções de discentes e professores de matemática a respeito da educação ambiental: uma reflexão sobre a formação de professores de matemática na UFPB/Campus IV

Abstract

The present work of course conclusion had as main objective to reflect about the formation of the Mathematics teacher in the Degree in Mathematics Campus IV and the teaching, mathematics teachers of Itapororoca / PB, in its relation with the environmental themes. Thus, we seek to answer the following questions: (i) What is the perception (s) for environmental issues of students of the Mathematics Degree Course of Campus IV, UFPB, North Coast, who are in the final periods of the course, and teachers of maths who already work in the public schools in the city of Itapororoca / PB? (ii) What conceptions of these subjects for approaches to the transversal theme Environment in Mathematical Education? Our theoretical contributions were supported by the National Curricular Parameters (BRAZIL, 1998), Common National Curricular Base (Brazil, 2018), Political-Pedagogical-Mathematical Project / UFPB / Campus IV (2007) and authors such as: Lieel and Bayer (2018) , D'Ambrósio (2001), among others. For the problem of this research a qualitative approach was used. In an attempt to understand the purpose of our research, and make the research problem more explicit, an exploratory research was conducted, applying a questionnaire with ten students who were in the final periods of the Campus IV Mathematics Course, and interview with four Mathematics teachers who work in regular education. The main results indicate that there is a gap in the formation of mathematics teachers in relation to the transversal theme Environment. We also realize that both students and teachers are aware of their role as educators of environmentally conscious citizens, however, fail to state this more concretely in the classroom. We conclude that in order for Mathematics teachers to be able to approach the transversal theme in a more concrete way, there is a need for investments in the continuous formation of teachers and that Mathematics Degree Courses carry out consultations with the class leading to the students beyond the knowledge of eventual disciplines offered by the course with an approach focused on environmental issues, and also lead to the incentive to live new experiences related to this theme.