O PARFOR e a formação inicial de professores de Matemática: a concepção do professor formador acerca do processo formativo dos licenciandos

Abstract

The reflection on elements that constitute the complex training process of Mathematics teachers arose from an experience as a student on the Degree Course in Mathematics at IFAM/AM of the National Program for Training Teachers in Basic Education (PARFOR). In this context, several concerns arose, among which the presence of the Teacher Trainer stands out, as this constitutes a kind of guiding thread throughout the training process of new teachers. The main objective is to analyze the teacher trainer's conception of the training processes in the Degree in Mathematics offered by PARFOR, seeking to identify what would be, for them, the essential elements of teacher training. In order to elucidate the research problem, we opted for a methodological path guided by a qualitative approach, of an exploratory and descriptive nature, and as a tool for obtaining information, semi-structured interviews and the procedures and criteria of Discursive Textual Analysis will be used. The research demonstrated that the Mathematics Degree course, offered by PARFOR, through the Federal University of Amazonas, presents pedagogical and structural disadvantages, aggravated by training gaps in the trainers who, in certain cases, use mathematical concepts from a perspective of the logic of contents, following a linear order, requiring a rethinking of this training process in conjunction with the training of teachers who work in these courses in the interior of the state of Amazonas.