Saberes a ensinar e para ensinar matemática na Licenciatura em Pedagogia da Universidade Federal de Pelotas: um olhar a partir da pesquisa documental (1979 - 2017)

Abstract

Based on documentary research, this thesis seeks to answer the following investigative question: What traces of knowledge for teaching and knowledge to teach mathematics are present at Licenciatura em Pedagogia of Universidade Federal Pelotas (LPe/UFPel) in the period from 1979 to 2017? The qualitative research exams official documents of the LPe/UFPel (pedagogical projects, curricular matrices, characterizations and teaching plans of compulsory subjects aimed at the development of mathematical knowledge – which includes disciplines related to curricular internship), in addition to ten Final Course Papers (FCP) written by students at the end of the course. The analysis of historical and contemporary documents was highlighted in Valente (2017) and its theoretical appropriation regarding the knowledge for teaching and knowledge to teach mathematics according to the ideas of Hofstetter and Schneuwly (2017). Knowledge to teach refers to content-specific knowledge of the areas of knowledge. From the documentary analysis carried out it was possible to see that, throughout the studied period, knowledge for teaching and knowledge to teach mathematics emerge from the academic instruction offered at LPe/UFPel in different historical moments. In the first period (1979-2000) the knowledge to teach emerges and in the second period (2001-2017) the knowledge for teaching emerges. It is also emphasized that regardless the gaps left by the erasure of the knowledge to teach in the mathematical practice of the LPe/UFPel, after the turn of the millennium, an effort is perceived to bring to light the discussions about teaching and learning in this area of knowledge, mainly verified in the problematizations that took place in the student’s FCP.