Diversos atores, várias práticas e vários contextos: o docente nos cursos de matemática da UNEAL

Abstract

The construction of pedagogical practice comes from the teachers knowledge acquired throughout the training and continues throughout the academic life through continuing education, for a teacher study is part of everyday life, because this profession requires constant readings for the improvement of that practice that remains under construction. The present work examines the pedagogical practices of teachers in specific disciplines of mathematics courses at the State University of Alagoas (UNEAL), with an eye toward practical assessment carried out by these professionals. It also makes a rescue of the sociopolitical dimensions of higher education in order that the courses of Mathematics at UNEAL are intended to license teachers for basic education. It is emphasized that the primary focus of this research adheres to the assessment as a result of pedagogical praxis. Thus, the research shows many conceptions of evaluation from the view of several authors, and examines the Pedagogical Political Project of Teaching Mathematics. Also focuses on the practical assessment of teachers in specific disciplines of mathematics courses through a questionnaire administered to these teachers. Thus, the type of research used was quantitative and qualitative, whose approach is the case study. The results show a dichotomy in relation to the teaching practice of mathematics teachers: some have an emancipatory vision, while others remain conservative.