A formação inicial de pedagogos em uma turma na modalidade a distância: um olhar a partir das disciplinas fundamentos e metodologia de matemática I E II

Abstract

This study is related to the training of futures pedagogues in a distance-learning modality. Using the case study’s methodology with a qualitative approach, its objective was to understand how occurred the formation process of the teacher who teaches mathematics in the early years of elementary school, from the courses Fundamentals and Methodology of Mathematics I and Fundamentals and Methodology of Mathematics II of a distance-learning Pedagogy Program. The research field was the distance-learning Pedagogy Program of Federal University of Alfenas. For the data production, were used official documents of this program, data from of the two courses related to mathematics from this program, the Virtual Learning Environment (VLE) where Pedagogy Program has happened, activity sheets, online questionnaire and semi-structured interviews. For the data analysis, we used content analysis. Data were transcribed, grouped by categories of analysis, described and discussed in the light of the referenced theory, documentary and legal frameworks of distance education. The results indicate that the mathematical formation of teachers who teach mathematics in the early years of the analyzed program has a reduced workload and that the fundamental concepts of mathematics revolve around the methodological aspects. Thus, we determined, based on the study by Shulman (1986) that the knowledge necessary for teaching mathematics comes from the basic schooling phase, and that these future teachers carry a feeling of unpreparedness when teaching the subject of mathematics. Furthermore, data analysis reveals that future teachers in the early years of elementary school may have negative marks, traumas, and negative beliefs about mathematics, given that some future pedagogues do not consider themselves able to teach this subject. Moreover, the results provide evidence of the necessity and importance of using a wide repertoire of tools of the online platform where the program is held to provide interaction between students, tutors and teacher, since the research participants pointed to a feeling of loneliness and a need for a stronger presence of the teacher during the activities developed in the virtual learning environment.