Relação professor-materiais curriculares e o conhecimento profissional docente em Matemática revelado no Estágio Supervisionado

Abstract

The Supervised Teaching Practice is a curriculum component that provides professional training through the immersion of the student in the future field of activity, by providing opportunities for the articulation of theory and practice, involving study and reflections regarding the processes of teaching and learning. The research portrayed here aimed to analyze the professional teaching knowledge, revealed in the Supervised Teaching Practice, of Mathematics graduates, based on its relationship with an integrative curricular material. The dissertation is organized in multipaper format, with the compilation of three articles. The theoretical framework considers the proposal for curriculum integration and work with projects, as well as the dimensions of Knowledge of Curriculum Embedded Mathematics, discussing the resources that can induce professional teaching knowledge. In relation to the first article, the Teacher's Manual of an integrative curriculum material, evaluated and distributed in the 2021 edition of the PNLD, was analyzed, considering the presentation texts in the introductory part, the tasks that make up the projects and the respective texts of guidance on teaching. As for the second and third articles, an invitation was made to a group of Mathematics graduates from the Universidade Estadual de Montes Claros to collaborate with the research, forming a focus group, reading, evaluating and discussing the curriculum material; a questionnaire was also used, after the meetings held, as a complement to the production of data for article three. As results of the investigation, we identified that the material proposes curriculum integration as an organization of content, seen by undergraduate students as a possibility of breaking with the disciplinary logic and (re)signifying their knowledge and practices to be adopted in teaching. The material presents in its texts, properties and relationships that justify certain procedures in the process of solving tasks, however the undergraduates were unable to mention them, revealing an absence, or difficulty, of knowledge to read and interpret fundamental ideas in Mathematics. The group of undergraduates also indicated the need for greater use of representations, in the tasks of some integrative projects, as a resource in the pedagogical process; showed limitations in the interpretations of the Teacher's Manual guidelines regarding the complexity of the problem (tasks), although the material presents indications regarding the stimulation of students in solving tasks with a high level of cognitive demand. The organization of the stages for project development, in the curriculum material, was considered something new by the undergraduates. In view of the readings, they realized how much sequencing with well-defined steps contributes to teaching practices with integrative projects, favoring the progression of students' mathematical learning.