Docência emancipatória no processo ensino-aprendizagem de cálculo diferencial e integral na Universidade Federal de Uberlândia (Brasil) e no Instituto Tecnológico de Costa Rica

Abstract

This thesis, carried out under the Line of Knowledge and Educational Practices, aimed to analyze the conceptions of pedagogical practices considered emancipatory in the teaching of Differential and Integral Calculus in specific contexts (in the area of Engineering at the Federal University of Uberlândia (UFU) and at the Costa Rica Institute of Technology (ITCR)). The questions that guided the investigation were: what are the conceptions of pedagogical practices in the teaching of Differential and Integral Calculus in the Engineering courses of the Federal University of Uberlândia (UFU) and the Technological Institute of Costa Rica (ITCR) that can be considered emancipatory? Who are the teachers, what do they know and how do they organize the pedagogical practices considered emancipatory in the two researched realities? What are the sources of knowledge of these teachers? What are the formative and professional careers of these teachers? And how are their professional identities built? This is a study with a qualitative approach of the exploratory type. The data was obtained through questionnaires answered by coordinators and teachers of mathematics courses, and by interviewing teachers. Through the content analysis of the information obtained and based on the broad theoretical framework accessed, we identified changes in teachers' pedagogical practices associated with the ways of planning classes, the ways of relating to students, the importance given to their training needs and the relevance they attribute to the specific conditions in which the teaching-learning process takes place. We also found the importance of establishing a network of interactions in which the construction of shared pedagogical knowledge allows "to nourish" the practice. The results of the research point to the necessary break with the conservative way of teaching and learning, which requires the reconfiguration of the knowledge that underlies the teaching practice and the abandonment of the dualistic stratifications that have been proposed for the understanding of the various phenomena studied. The emancipatory teaching implies carrying out reflective processes that contribute to the recognition of identity with the teaching profession, in the sense of recognizing themselves as professionals who have commitments to the human development of their students. Finally, in order for the practices to be constituted in a transformative sense, they need to be guided by theoretical references that base teaching as a process of teacher mediation in which the professional, through his experience, has the ability to create conditions for students to appropriate concepts and learn to think mathematically. The thesis defended is expressed in the following assertion: emancipatory education in the teaching of calculus is based on founding principles of pedagogical practice which are: critical reflection, dialogue, teacher-student autonomy and collaborative work. We reaffirm the responsibility of universities to elaborate and execute institutional projects supported by institutional policies that promote the permanent training of university teachers, strengthening their knowledge, their teaching professional identity and their teacher professional development.