Formação do pedagogo para ensinar matemática nos anos iniciais do ensino fundamental: ensino remoto emergencial (ERE) em tempos de Covid-19

Abstract

With the advent of the Covid-19 Pandemic, which affected different spheres of human life around the world, the education of Pedagogues for teaching Mathematics was impacted by the changes and challenges arising from this scenario. This dissertation aims to investigate which mathematical knowledge the students of the UFAL Pedagogy course built in the discipline of Knowledge and Methodologies of Teaching Mathematics I, during remote classes in times of Covid-19. Specifically, we sought to discuss the educational actions carried out in the classes of Knowledge and Methodologies for Teaching Mathematics 1 in the context of the initial formation of the Pedagogue during the Exceptional Teaching Period (PLE); analyze the mathematical knowledge that emerged from the experiences of the participants during the ERE; and highlight the contributions of the ERE and its implications as a pedagogical strategy for the constitution of mathematical knowledge in the initial formation of the Pedagogue. In methodological terms, this is a qualitative research based on studies by Bogdan and Biklen (1994) and Creswell (2007), with a case study methodological approach. For data collection, we used observation of remote classes in an emergency period, semi-structured interviews carried out by the Google Meet web conference platform, analysis of student logbooks that are configured as notebooks for recording classes and their learning, lesson plan and the course of the discipline. Five students regularly enrolled in the discipline related to Mathematics I, in the Pedagogy course at UFAL, participated in the research. Data analysis was anchored in some assumptions of Content Analysis (BARDIN, 2016), and in the procedures used by Santos (2009). In this way, even with the challenges that arose in the pandemic, students during the ERE built mathematical knowledge related to the contents, concepts and properties of Mathematics, as well as pedagogical knowledge of these contents, based on the methodologies that were worked on during the course. The students were able to expand their mathematical repertoires and reflect on the possibilities for teaching the discipline in the early years.