O CONTEXTO DE ATUAÇÃO DOS FORMADORES EM LICENCIATURAS EM MATEMÁTICA

Abstract

The general objective of the article is to describe and analyze the context of action of trainers in degrees in Mathematics, based on the perception of their teachers. More specifically, the work aimed to: portray how teacher trainers choose the subject they teach in the degree in Mathematics and its possible relationship with Basic Education contents; how they perceive the relationship of the research projects they carry out with the objective of the course they work and how the structure of the degree at the university conditions the performance of trainers in these courses. The research, with a qualitative approach and analytical-descriptive character, interviewed 17 professors who graduated from two degrees in Mathematics, nine from a public institution and eight from a private university. The conceptions and practices reported by the trainers were worked using content analysis. The results showed that the work context in the degree conditions a diffuse identity of the trainer and that the possibility of an integrated work, essential for overcoming this problem, is compromised by the absence of training processes and collective discussions about the proposal of the courses and evaluation of the trainers' performance in view of the teacher training profile proposed in the course's pedagogical project.