A formação do professor de matemática no contexto de sua prática pedagógica no 1º ano do ensino médio numa escola estadual em Parintins

Abstract

This article aims to understand how the training of mathematics teachers may not develop pedagogical practices that enhance the teaching-learning of students in the 1st year of high school in a state school in Parintins-Am. We use as theoretical support authors such as: Cosenza and Guerra (2011), Piaget (1983) and Franco (2015) who highlight that pedagogical practices in teaching mathematics should enhance conceptual understanding and the development of logical and critical thinking. This is a qualitative research study using participant observation and semi-structured interviews with two mathematics teachers. The data revealed a gap between the theoretical training received during undergraduate studies and the concrete challenges of the classroom, especially given the diversity of students and their learning difficulties. The predominance of traditional strategies, such as expository classes and exercise lists, was identified, which proved to be ineffective. On the other hand, active methodologies, such as dynamics, group work and the use of technologies, showed greater potential in teaching and learning. It was concluded that mathematics teacher training should be continuous, articulating theory and practice and valuing inclusive, reflective and contextualized methodologies.