Crenças de professores dos primeiros anos do ensino fundamental sobre a prática pedagógica em Matemática

Abstract

This search investigates the beliefs on Pedagogical practice in Mathematics in a group of twenty Basic Course first series teachers. These professionals carry on teaching in public schools and have a different initial formation. Possible convergent and divergent points in these beliefs were identified. Twenty teachers were investigated, being ten of them licensee by Pedagogy Course and the other ten licensee by Superior Teaching Course. Questionnaires and interview were used as basic search instruments for data collection and an descriptive analysis was done. Questionnaires aim was to draw a teacher profiles. In order to organize and understand them a statiscal analysis was performed. The interview aim was to identify, to analyze, to understand and to describe the beliefs on Mathematics pedagogic practice showed in these teachers oral discourse. In order to analyze and to understand the interviews data knowledge on phenomenology and on phenomenological method. The research results showed that there is belief teachers convergence within each group, but there are significant divergence when both groups are confronted, a divergence based on different teacher pedagogic formation.