A mobilização dos saberes de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental

Abstract

This research has as its main objective to understand the ways that teachers have with initial training, not the Higher Normal Course and who teach Mathematics in the Primary Education to mobilize their knowledge of content and pedagogy. The locus established to empirical data collection that constituted the basis of research for four schools of the municipal public of Humaitá-Amazonas. The studied has developed in primordial stages, first part of the literature review about two teaching knowledge, expanding the knowledge about the thematic and based the concept of knowledge that give support a dissertation. A research was developed from a qualitative approach, taking as narrative instruments that made it possible to delve into the experiences of the protagonists, also used documentary research, stage that involves an analysis of school history, text-books related to discipline Mathematics used to decorate the course of initial training and works produced on Superior Normal Course in the Amazonas. The research to search for answer or scientific problem: How do you develop or process of constitution two teaching knowledge of the teachers of Mathematics to Primary Education? We made encounters to collect the narratives, after came to organize, the analysis process involving an interpretation, in which you searched or felt more answers, for the sake of your link as a theoretical referent, the objectives and the research questions. The narratives showed that: i) the teaching stimuli presented moments of approximations and singularities (financial need, replacement e follow family profession); ii) the teaching experiences are difficult, assimilating and complex, turning into an initial challenge to teaching; iii) in the course of professional action the teachers entered without the specific training, including high school; iv) between the marking experiences in the formative process indicates as divider of waters or second education / high school and graduation; v) the personal relationship with the mathematics discipline is considered complex because it is satisfactory and resistant; vi) to apprentice with ex-teachers negative and positive, influencing or educational process; vii) or training course carried out at the Amazonas State University in different periods, this process will show difficulties of comprehension in some mathematical contents, but experiences of construction and reconstruction of teaching practice. It is observed that there are a lot of knowledge learned in the initial training, in the case of content and pedagogy, which are mobilized and do not give shape to the various school situations, continuous training, practical experiences and workshops with colleagues profession.