O LEM e as habilidades docentes na formação inicial de professores de matemática nas universidades públicas federais do Nordeste

Abstract

The main objective of this Course Completion Work is to analyze the syllabi of disciplines related to the Mathematics Teaching Laboratory - MTL, of the federal public universities in the Northeast, which had the Mathematics Licentiate course, with the aim of highlighting the existing relationships between the menus worked on in teacher training courses and the teaching skills and abilities brought in BNC – Formation. For the development of the research, some conceptions of the Mathematics Teaching Laboratory are presented, in addition to the importance of this space in teacher training and basic education, based on authors and researchers on this topic. In addition, it is also considered a brief historical process of the formation units of Mathematics teachers, which occurred since the creation of the Law of the Schools of First Letters, in 1827, passing through the establishment of the National Curricular Guidelines for the courses of Mathematics, Bachelor and Degree (DNC), until the emergence of BNC - Training. The investigation carried out is characterized by a qualitative, exploratory and documentary research. The research was carried out in three stages: first, it was verified, among the federal public universities in the Northeast, which ones offer the Licentiate in Mathematics course; therefore, among those, in which it was possible to have access to the PPC of the courses; and, finally, the offer of the Mathematics Teaching Laboratory discipline in the curricular structures of the referred courses was verified. Fifteen syllabuses were analyzed, from eleven Mathematics Licentiate courses, eight of which were distance learning and three face-to-face, from eight federal university centers. From the analysis of the syllabuses of the LEM disciplines, it was possible to perceive characteristic aspects of the competences and abilities of the BNC – Formation presents in the composition of the syllabuses worked in the Degree in Mathematics courses, especially in the dimensions of professional knowledge and professional practice, with greater emphasis in this last one. It was also observed that none of the menus dealt with the laboratory, aiming to combine the four identified aspects (playfulness, technology, planning and reflection on practice), simultaneously.