The pedagogical residence program as a training and mobilization space for Didactic-Mathematical Knowledge

theoretical and methodological perspectives

Abstract

In this article we assume the perspective of the meta-analytical study to present discussions about theoretical and methodological perspectives that contribute to the understanding of the Pedagogical Residency Program as a formative space and mobilization of Didactic-Mathematical Knowledge. For this purpose, a set of five Master's Dissertations defended in the Graduate Program in Mathematics Education at the Federal University of Ouro Preto, linked to the Nucleus of Studies, Research and Training Practices of Teachers who teach Mathematics, was considered as the corpus of analysis. , led by the authors of this article. Data were organized and analyzed based on three analytical categories, namely: i) CDM: Interactional Ecological Facets; ii) Didactic Suitability and iii) Training of trainers. To analyze them, we sought theoretical support in studies that deal with Teacher Education and Didactic-Mathematical Knowledge. In the theoretical dimension, research has been concerned with reflecting on the theoretical construct of the EOS, in particular, with regard to the facets of the CDM and the Didactic Adequacy Criteria. We understand that the theoretical deepening, as well as the contribution with its advances, from the researches, is fundamental for new investigative horizons to emerge. With regard to the methodological dimension, investigations within the scope of NEPEFEM have shown the importance of using the criteria and components, proposed by the CDM model, in the processes of data production and reflection on teaching practice. In addition, the studies analyzed here indicate the need to improve and adapt them to the reality of Mathematics teacher training in Brazil, especially when these researches turn to public policies, as is the case of the PRP.