Contributions of the disciplines of the Mathematics Licentiate Degree Course to the Professional Development of Basic Education Teachers

Abstract

The article aims to analyze the curricular components of the Mathematics Licentiate Degree Course of the Federal University of Pará (UFPA) with a view to promote a reflection about the contribution of the disciplines proposed in the course to formation of the teacher who will act in the Basic Education. The research adopts the qualitative perspective and the informations are elapsed to the from the documental research Pedagogic Project of the Course (PPC) and the interviews realized with 13 (thirteen) students, in order to investigate their perspective about the disciplines that contribute na the ones the leave possible gaps to the professional development of the future teacher. The theoretical foundation was based on: Gonçalves (2000) and Fiorentini (2005) who do significant studies about professional development and the interactions between theoretical and didactic-pedagogical disciplines in math courses. The study brougth as results that the Mathematics Licentiate Degree Course presents certain gaps regarding the distribuition of workload between teoretical disciplines(math specific and pedagogical disciplines) and practical disciplinies shuch as internships and laboratories, beyond the teachers of the course don’t promote reflections and relationships between the disciplines seen in graduation and basic education. In this sense, after the 4 (for) Years in the gym when the future teacher act in the teaching of mathematics in basic education find gaps left by formation, failing to perform reflections about teaching and develop different methodologies during his teaching practice, which should be taught and promoted along the initial formation in the licentiate degree in mathematics.