Oficina de práticas pedagógicas: a coreografia didática com os temas contemporâneos transversais na formação inicial de professores(as) de matemática

Abstract

This research was conducted within the Doctoral Program in Education at the School of Education (FACED) of the Federal University of Uberlândia (UFU), under the research concentration area of Science and Mathematics Education. The research problem that guided this investigation was: How can educational work with Contemporary Cross-Curricular Themes (Temas Contemporâneos Transversais – TCT) contribute to the development of Didactic Choreographies by future teachers in different educational contexts? Based on this problem, the general objective was to analyze how the articulation of Contemporary Cross-Curricular Themes within the Pedagogical Practice Workshop course can enable a process of knowledge production that underpins teaching practice. Initially, the study discussed the cross-curricular nature of teaching based on Moreno (1999), Araújo (2014), and Freire (2014), as well as the historical trajectory of Cross-Curricular Themes, institutionalized by the National Curriculum Parameters (Parâmetros Curriculares Nacionais – PCN), and their subsequent reformulation into Contemporary Cross-Curricular Themes within the National Common Curricular Base (Base Nacional Comum Curricular – BNCC). In order to understand how TCT have been addressed in the initial education of Mathematics teachers, a mapping of doctoral dissertations and master's theses defended between 2018 and 2025 was conducted, identifying challenges and potentialities related to their integration into initial teacher education. This qualitative investigation was characterized as participatory research and adopted participant observation as its investigative method. The study was carried out in four classes of the Pedagogical Practice Workshop course within the Undergraduate Mathematics Teacher Education Program at the Federal University of Uberlândia during the years 2023 and 2024. Data produced through field notes, photographic records, audio recordings, documents developed by the preservice teachers, online questionnaires, and semi-structured interviews were analyzed in light of the methodological framework of Didactic Choreographies, supporting four analytical axes: (i) learning anticipation; (ii) staging; (iii) productions; and (iv) mental processes. The findings demonstrated that educational work based on Contemporary Cross-Curricular Themes contributes to the development of Didactic Choreographies in the initial education of Mathematics teachers by transforming real-world problems into teacher education experiences. In conclusion, this study argues that Contemporary Cross-Curricular Themes constitute a structuring element of Didactic Choreographies in the initial education of Mathematics teachers by mobilizing self-regulatory processes capable of producing didactic-professional knowledge for Mathematics teaching.