A formação da(o) pedagoga(o) do campus do sertão: o ensino da matemática

Abstract

The present work aims to analyze the legislation, official standards and curriculum menus, concerning the teaching of mathematics in the pedagogical training course; list the skills and competencies required in the NCPs, Guidelines and Bases and Curriculum for Mathematics, directed to the early years (Elementary and Elementary Education 1); to ascertain the history and importance of the curriculum and its approaches to the teaching of mathematics in a concise manner, combining what is expressed in the documents; to narrow the causes of the distancing between what is put in the documents, what is passed in the Pedagogy course and the practice of the Mathematical discipline in the early years. Intending to bring a bibliographic analysis of the official documents that guide this formation, such as: National Curriculum Parameters of Mathematics (PCN's), Law of Guidelines and Bases of Education (LDB) and the Common National Curricular Base, to be examined, as the curriculum menus The UFAL - Campus do Sertão Mathematics I and II Teaching and Methodology disciplines provide the pedagogical profession with practical theoretical frameworks to teach the Mathematics discipline. With practical theoretical support, aiming not to point out pedagogical errors, but to collaborate, together with authors such as Silva (2007), Moreira (1997), Costa (2005) and Sacristan (2000), D'Ambrósio (1986), Chassot (2011) , Muller (2014) and Nunes (1997), for meaningful and quality education.