METANÁLISE DAS PESQUISAS BRASILEIRAS DESENVOLVIDAS NA PERSPECTIVA GALPERIANA EM CONTEXTO DE FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA (2003-2018)

Abstract

The present research is a doctoral thesis developed with the Postgraduate Program in Mathematical Education at the Universidade Federal de Mato Grosso do Sul (UFMS), linked to the Research Group Formação e Educação Matemática (FORMEM). It was based on the theoretical bases of the Historical-Cultural Theory, focusing on Galperin's theoretical assumptions. Its general objective is to investigate in the theses and dissertations developed in contexts of initial formation of mathematics teachers, from 2003 to 2018, the elements that evidence the organization of the teaching process in the Galperian perspective. Our hypothesis is that the Galperian perspective in the context of initial formation of Mathematics teachers offers contributory elements for the organization of the teaching process. Thus, we developed a meta-analytical study guided by the following question: How do the theses and dissertations developed in contexts of initial formation of mathematics teachers enunciate the elements of the organization of the teaching process in the Galperian perspective? Then, based on the bibliographic survey of the researches produced in the Galperian perspective, we mapped 78 researches. This mapping identified 22 researches developed in teacher training contexts, of which only five (5) are included in the Mathematics Degree courses and, therefore, will be able to compose the corpus of our research. The researches used the theoretical assumptions Galperian focused on the assimilation of concepts, related to the mathematical contents that were privileged in the pedagogical intervention proposals. The syntheses revealed that the way the research analyzed enunciates the development of the Galperian perspective in its proposals indicates elements that constitute the stages of organization of the teaching process designed in line with the Didactic Principles proposed by Galperin. This enabled a new synthesis, the content of which shows that the elements: the definition of objectives; the diagnosis of the degree of development of the skill to be formed; the structuring of content; the organization of the learning process according to the stages of assimilation of Galperin and the choice of tasks for the formation of skill and control, contribute to the organization of the teaching process in the context of initial formation of mathematics teachers.