Entre Projetos e Entrevistas: exercitando “um novo olhar” para as Licenciaturas em Matemática da UFMS

Abstract

The present research havethe following objectives to produce narratives based on the initial training of mathematics teachers, based on the concerns of a recently graduated teacher. Initial discussions about the adequacy (or not) of some disciplines of the Mathematics Degree led us to read two Pedagogical Course Projects (PPCs) of Degrees in Mathematics at the Federal University of Mato Grosso do Sul (UFMS). This reading produced some strangeness in us, although with several similarities, the way of organizing the disciplines of these normative documents was quite different. After these estrangements, we chose to bring to the debate the other PPCs of Mathematics Degree courses at UFMS and to interview professors (4) who had participated in the production of these documents or were ahead of the course at that time. Based on Oral History, we produced narratives that allowed us to discuss the organization of these courses, their curricular matrices, Practice as a Curricular Component, strategies for integrating the different curricular components foreseen in courses, how changes occur in a PPC, homogenization of the curricular matrices of courses homonyms at UFMS and differences between the courses taken by the deponents and those who work. All these questions allowed us to highlight perspectives on the formation of Mathematics teachers at UFMS.