O projeto de esnino e suas contribuições para a formação inicial de um professor de matemática

Abstract

Mathematics teaching in Brazil today, from the considerations of educators raised in this study, has been facing many challenges. Unfortunately, teaching in recent years has been based on mechanical processes, which are repetitive and totally meaningless to the students. As a result of this, external tests such as ENEM, PISA and SAEB show low performance of the students in mathematics. Very often the students do not understand the role of mathematics, its relationships with daily life and the applications in the several areas of knowledge. There is an emerging need for the teachers to review their educational practices in order to provide the students with quality teaching that is capable of analyzing, judging and evaluating everyday situations, from the simplest to the most complex ones. In this study we aim to investigate and analyze which contributions the participation in a teaching project can contribute to the initial formation of a future teacher of mathematics, minimizing or even transforming mathematical teaching beliefs originated during his/her school life. In addition, providing to the future teacher or other teachers, reflections on the methodological actions proposed in classroom for the teaching of mathematics, through a teaching project or proposal of research, integration and execution of proposals, which offers the student a teaching that develops mathematical concepts and, consequently, a conceptual learning that makes possible to solve daily problems, enter the labor market and analyze, evaluate, judge and make decisions in more complex situations.