O que pode uma complementação pedagógica em matemática?: experienciando docência com bacharel na educação básica

Abstract

The research, of a qualitative nature, is part of the Teacher Training research line of the Postgraduate Program in Education at the Federal University of Triângulo Mineiro and the research project entitled “What can a pedagogical complementation in mathematics?: experiencing the teaching with bachelor’s degrees in basic education.” Like the spoiler presented in the title, the research trigger question was: What can pedagogical complementation in mathematics do? Its general objective was to experience and discuss the experiences made by graduates in order to become a Mathematics teacher in Basic Education. To this end, the study is guided by the post-critical conception and the assumptions of the cartography of Deleuze, Guattari and authors who drew from their sources. In relation to Special Pedagogical Training Programs in Mathematics, subsidies were sought in current legislation, Leda Scheibe, Luiz Fernandes Dourado, Vera Bazzo and other authors. The survey of Mathematics teachers who had Pedagogical Complementation in Mathematics took place in 34 State schools in Uberaba-MG. The following inclusion criteria were considered: state schools in the city of Uberaba-MG that had Mathematics teachers on their teaching staff, located in the urban perimeter. Conducting explanatory interviews guided by the concepts, methods and techniques presented by Pierre Vermersch and glance techniques based on Tedesco, Sade and Caliman Petitmengin. Experience with the bachelor of teaching practice inspired by the attentional functioning of Virginia Kastrup. The results show that in Uberaba-MG, there were 3 Mathematics teachers who carried out the Special Pedagogical Training Program in Mathematics and 5 Mathematics teachers with authorization to teach on a precarious basis. This study dialogued and/or experienced with 2 of these teachers who took Pedagogical Complementation in Mathematics. It is concluded that in Brazil there is still a lack of licensed or qualified teachers in the area of activity. The Special Pedagogical Training Program in Mathematics is an alternative to this problem. However, it is important that the legislation that supports them is restructured in order to elevate their predicates.