Encontros com a docência: as visões dos egressos do curso de Licenciatura em Matemática a Distância da Universidade Federal de Pelotas

Abstract

This research has as main objective to verify how the professors graduates of the Degree in Mathematics in Distance - CLMD of the Federal University of Pelotas - UFPel were constituted teachers. After crossing the first decade of full operation, the CLMD already formed 630 students, distributed in 35 poles that cover the southern region of Brazil. Thus, it was realized the need to carry out a research on the constitution of these graduates during their initial formation and how these knowledges reverberate in their practice. In this way, a qualitative research was developed, based on the studies of Minayo (2002) and Bogdan & Biklen (1994). The methodological devices were document analysis, questionnaire and semi-structured interviews. Thus, through the voices of the teachers formed by the course, we sought to analyze them based on the theme of teacher training, regarding the constitution of teaching knowledge based on Borges (2001), Cunha (2004), Freire (1996), Gauthier (1998), Nóvoa (1995), Pimenta (2009), Shulman (1987) and Tardif (2014). With the construction of this theoretical contribution, we analyzed the content of the interviews of a group of six egressed teachers under the criteria of content analysis, described by Bardin (1977). In this process, two categories emerged: the students 'perceptions about their initial formation and the students' perceptions about their practice. As results, it is possible that the graduates reproduce in their practice the knowledge provided by the CLMD, with regard to the use of digital information and communication technologies, the autonomy in the development of their work, attendance to students that goes beyond the classroom, in the organization and planning of their pedagogical and the social characteristics of his performance as a teacher concerned with the learning and development of his student.