Formação de professores de matemática: focando o olhar sobre a Educação Aberta à Distância no município de Janaúba/MG

Abstract

The research aimed to analyze the background formation of Mathematics teachers at the University of Uberaba — Uniube (campus of Janaúba/MG) and how their professional performance takes place in the public schools of Janaúba/MG. Our research question was aimed at understanding how Mathematics teachers are trained through the Distance Education modality process in the researched institution. For the discussion on the training of mathematics teachers in distance education, we used as reference Fiorentini (2008), Cabanha and Scherer (2014), Silva (2014) and Gatti (2014); and for the foundation of the analyzes on the formation of the Mathematics teacher, we are mainly based on the theories of Nóvoa (1999), Tardif (2002) and Garnica (2013). The research is qualitative in nature and, at first moment, the structured literature review procedure was used in the dialogue between the theories that discuss the researched theme. In a second moment, the research was guided by the implementation of semi-structured interviews with three Mathematics teachers graduated from Uniube, Janaúba/MG, who work in public schools in the same municipality, in order to establish relationships between their training and their professional performance, as well as through the analysis of their answers to the questions presented. The dissertation was organized in multipaper format, containing an introduction, two articles and final remarks. The results showed that the interviewees, Mathematics teachers and Uniube graduates, who were trained through distance education, use the required knowledge for teaching: mastery of the content and pedagogical knowledge. Yet they consider the Distance Education Modality as a process that allowed access to higher education. Regarding tothe use of Digital Information and Communication Technologies (TDIC) in the training of Mathematics teachers, the research allowed us to infer that the teacher, when acting professionally, has initial knowledge about the technological resources for his teaching practice.