UNIVERSIDADE ESTADUAL DE MATO GROSSO DO SUL: UMA GEOMETRIA A E PARA ENSINAR NA LICENCIATURA EM MATEMÁTICA (1994-2019)

Abstract

The general objective of this work is to analyze the knowledge to teach and for teaching Geometry in the training of Mathematics teachers at the State University of Mato Grosso do Sul (UEMS) from 1994 to 2019. The research was guided by the following question: What Geometry was constituted as Mathematics teacher's work tool in the Mathematics Degree at UEMS from 1994 to 2019? It starts from the hypothesis that the emergence of Mathematics Education made possible a reconfiguration of the knowledge of formation of the Mathematics teacher. This is a historical-documentary case study, having as documentary sources Pedagogical Projects of the Mathematics Degree Course at UEMS. The theoretical-methodological contribution on which the development of this text is based deals with the knowledge of the teaching professions and teacher training, knowledge to teach and for teaching, theorization produced by the Research team in the History of Education Sciences (ERHISE), from the University of Geneva. Based on such references, the theoretical categories of Mathematics to teach and Mathematics for teach are discussed in Brazil by the Research Group on the History of Mathematics Education (GHEMAT), led by Researcher Wagner Rodrigues Valente (UNIFESP), on which we rely more specifically. In the methodological procedure, the steps of recompilation and analysis were carried out (Burke, 2016). Our study allowed the systematization of a Geometry for teaching and the characterization of a Teaching Geometry in the Mathematics Degree at UEMS for the period under study. From the curricular matrices analyzed, it was possible to identify a growing appreciation of subjects from the field of Education - the pedagogical - so that the workload allocated to them went from 19.9%, in 1994, to 30%, in 2019. We also found that the use of communication and information technologies (ICTs has become a trend and one of the main mechanisms for teaching Geometry for future teachers. In addition, we have observed that the practice as a curricular component has become an integral part of some general and specific training subjects throughout the course. Finally, we identified in the syllabus and objectives of the Geometry rubrics elements that constitute a Geometry for teaching that are didactically ordered as follows: the geometry to teach, the mobilization of material resources, the process of presenting the contents, the process of generalizing the concepts and the process of practical applications those of the geometric contents. These elements were gradually articulating and configuring themselves to the trends discussed within the Mathematics Education Movement, being re-elaborated for the teaching of Geometry, associating themselves with the pedagogical ideals of this movement. Therefore, this research allowed us to systematize a Geometry for teaching articulated to the Geometry to teach, which we can characterize as a Teaching Geometry characteristic of the training of Mathematics teachers in the Mathematics Degree at UEMS from 1994 to 2019, aligned with the trends of Mathematics Education, contributing to the constitution of elements of the Mathematics teacher's professional knowledge, more generally, to the processes of production of this knowledge.

Keywords: UEMS; Mathematics Education; Degree in Mathematics; Geometry to teach and Geometry for teaching; Teaching Geometry.