Residência pedagógica: a estruturação do sistema didático em um programa de formação de professores de Matemática

Abstract

This study aimed to analise the didatic system in a pedagogical residence of a Public university of Pernambuco, involving students of graduation in mathematics, basic school teachers, university professors, and the knowledge about the teacher formation. For that, it was initiated from the triangle of didatics situations (Brousseau, 1986) or didatic triangle (Chevallard, 1991), formed by the three poles: T (teachers), S (students), K (knowledge); to propose a piramidal model, made from the relations between the A (advisor), T (tutor), R (resident) and P (pedagogical specific knowledge and practice). To propose the model said, was constructed a dialogue with the literature about teacher’s formation, with the instruments from the National curriculum basis for the teaching degree courses (Brasil, 2019), the Evaluation National Exam (ENADE), the instituitional fellowship for begginers teachers (PIBID) and supervised internship in the perspective of teoretical-practice articulation. The discussion was anchored in the base cathegories of Shulman (1987) and the reflections about the didatical system in the area of mathematic teaching (Brousseau, 1996). The people involved in the research were an Advisor teacher linked to the University where the program was being developed; 03 tutors, working teachers of a basic school, and 24 residents in 03 basic schools of Nazaré da Mata/PE. Were proposed two researches, one which nature was exploratory by applying a survey to the residents, which results were analised in the context of statiscs analysis implied (SAI); a study case, in the stage of class planning prepare and development by the residents and their tutors, based on the thematical units of BNCC. The study 1 gave the chance to identify several implications, of diferente intensities, related to the coursed disciplines by the residents, allowing to infer that, the base disciplines of mathematics still are considered less importante than the ones focused in pure mathematics. The study 2, was discussed by the piramidal model proposed by this tesis about the structure of the didatic system in the context of pedagogical residence. In this study we could highlight, among other results, that, when the didatic system is constructed with a fourth pole, in a teaching formation program, the stablished relations (A,T,R) go further curriculum knowledge, linked to inital formation, as well acquired knowledge in practice. It makes the stablished relations with multiple dimensions knowledge: the one related to the specific content, in other words, conceptual mathematics knowledge; the knowledge related to pedagogy (learning theories for example) and pratical knowledge, identified, over all, about the tutors or residents which have had teaching experience. The study also made possible to infer that, although mathematic didatics have discussed the didatic system from a triangle perspective, such system can assume diferent configurations, when diferent didact systems are constitued.