Formação docente do pedagogo(a) para o ensino de matemática: um olhar histórico para o curso de pedagogia da FE/UERN

Abstract

This paper discusses the importance of the pedagogue‟s teaching education who teaches in the early years, specifically to the teaching of mathematics. In this matter, our research problem is: How the Pedagogy course at FE/UERN has historically trained teachers to teach mathematics in the early years? To answer this question, we have as our general objective to analyze historically the process of the teacher‟s education to act on the teaching of mathematics on the early years through the Pedagogy course of the FE/UERN, since its creation in 1966, and we propose as specific objective: (a) to elaborate a historical contextualization about the teacher education of pedagogues in Brazil; (b) to verify the curricular conceptions, and their maintenances and alterations, that have occurred throughout the years in the Pedagogy course of FE/UERN regarding the formation for the teaching of mathematics; and (c) to elaborate a historical narrative on the subject object of study. For this, we trace discussions about teacher education, enabling historical comprehensions of Brazil and its (inter) relations with the Pedagogy course of FE/UERN and the relations present in the curriculum in the formation of this professional and the teaching of mathematics. This research is a qualitative type, and from the Oral History methodology we will work from bibliographic and documental references and, notably, from the production of the collaborators' narratives that cooperated in the production of information essential to our study, understanding that the Pedagogy course at FE/UERN has undergone some curricular changes to teaching, and the teaching of mathematics can be considered challenging, and that requires the educators the need for continued education.