TRAINING OF PEDAGOGIES FOR THE TEACHING OF MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY EDUCATION: AN ANALYSIS OF PRESENTIAL PEDAGOGY COURSES AT THE FEDERAL UNIVERSITY OF RONDÔNIA-UNIR
Training of teachers who teach Mathematics. Pedagogy. Early Years of Elementary School.
The training of teachers who teach Mathematics is the subject of study of this ongoing research, which aims to investigate the training offered by face-to-face Pedagogy courses at the Federal University of Rondônia (UNIR) regarding the preparation of pedagogues to act as a teacher in and with the teaching of Mathematics in the early years of elementary school. The theoretical bases of the research are supported mainly in the contributions of authors such as Veiga (2008), Gatti and Nunes (2008, 2009), Fiorentini (1995) and Curi (2004, 2016). Its methodological option is based on the qualitative research approach, anchored in Fiorentini and Lorenzato (2012) and Lüdke and André (2013), having documentary research as a method of data collection/production, based on Gil (2007). As material for analysis, the research appropriates the Pedagogical Course Projects (PPCs) in force in the six present Pedagogy courses at UNIR. In terms of preliminary research considerations, it is possible to observe the scarcity of contents related to the teaching of Mathematics in the analyzed PPCs, as well as a reduced space regarding the workload offered for the mathematical training of future pedagogues in teaching activities in the early years of Education Fundamental, and may cause a gap in the training of these professionals.