Análise comparativa entre as propostas pedagógicas das licenciaturas em matemática: um estudo documental sobre as instituições UFCG, UFPB, UFPE e UFRN

Abstract

Throughout my Mathematics graduation in the Federal University of Paraíba (UFPB) some concerns and discussions came about in terms of the course's disciplines related to educational purposes. Furthermore, between thoughts and the will to change the waythatthesesubjects are seen, a primaryr esearch with exploratory purposes and ananalytical-reflexive orientation was set. The curriculum of the following institutions were studied by a documental procedure: the Federal University of Paraíba (UFPB) Campus (I) in João Pessoa, the Federal University of Paraíba (UFPB) Campus (IV) in Rio Tinto, the Federal University of Campina Grande (UFCG) Campina Grande Campus, the Federal Universityof Pernambuco (UFPB) Recife Campus and the Federal University of Rio Grande do Norte (UFRN) Natal Campus. As part of the theory that based the research, we have authors such as Libâneo (1990); D’AMORE (2007); Galves (1996); Gasperi e Pacheco (2007); Tardif, Lessard e Lahaye (1991); Scalabrin e Molinari. (2013); Lorenzato (2006); Rêgo e Rêgo (2006); as well as Other researchers. Facing the complexit of our research object, we decided not to write a separate theoretical chapter, and, by doing so, the author's contributions come along with the data analysis and the results that are shownwiththeresearch. Thus, studyingthe 'Projetos Pedagógicos dos Cursos' (PPCs), the curriculum oftheuniversitiesstatedpreviously, wecanhighlightand organize its disciplines whilepointing out whereeachsubject stands in the curriculum, its syllabusandhoweachinstitution approaches it. In additiontothat, some ofthe disciplines mentioned in thiswork are notpartofalltheinstitutionsthathadtheir curriculum included in theresearch. So, based on all the theory that was discussed, and what has been considered on the positions of the disciplines in the UFPB Campus I curriculum, as 'Didática e Matemática para o Ensino Básico', we present some ideas for the UFPB Campus I curriculum, such as the insertion of the subject 'Laboratório de Ensino de Matemática (LEM)' which could be implemented as an adition to other disciplines to enhance the connection between theory and practice.