Narrativas de formação e de docência de professoras que ensinam matemática nos anos iniciais.

Abstract

Research linked to the Graduate Program in Mathematics Education/UFPel, deals with the formation and teaching of teachers who instruct Mathematics in the early childhood education. Question: How do the teachers of the early years of a school in Canguçu narrate the formation and teaching with the instruct of Mathematics? It aims to analyze the training and teaching narratives of teachers who instruct Mathematics in the initial years of a public school in the city of Canguçu/RS. It has a qualitative approach, having as investigative material semistructured narrative interviews, with five teachers from the early childhood education. The data were organized from two meaning groups, with approximations of Discursive Textual Analysis: Formation to teach Mathematics and Teaching to instruct Mathematics. In the group Formation to teach Mathematics, we highlight the studies in the Normal course and some disciplines in the degree in Pedagogy, with a training focused on the use of manipulated materials, with little emphasis on the specific knowledge of Mathematics and curriculars. In the Teaching group to instruct Mathematics, it is punctuated that in the early years is considered from the manipulated materials, games, recreation, previous knowledge of students, some attempts to integrate between areas of knowledge and possible reflections on practice. It is believed that the emphasis of teaching in the use and exploration of manipulated materials as a resource for instruct Mathematics is related to formation at the middle, normal, and higher level in the Pedagogy course, which emphasize such resources as one of the only ways of teaching Mathematics. It is questioned whether there would be no other possibilities of formation and teaching, in addition to teaching methodologies with manipulated resources, so that teachers could produce other knowledge and ways of educating. It supports that formation and teaching need to provided moments of studies on other theoretical perspectives, in addition to those focused on cognitive perspectives.