Estilos de Pensamento no Estágio Curricular Obrigatório na Formação de Professores

Abstract

This doctoral dissertation aims to analyze the convergences and divergences of Styles of Thought (ST) in the context of the Mandatory Teaching Practicum (Estágio Curricular Obrigatório – ECO) in the training of Mathematics and Science teachers. The investigation focuses on three structuring poles of teacher education: academic production (dissertations and theses), curricular policies (National Curricular Guidelines – DCNs), and institutional documents (Course Pedagogical Projects – PPCs) from the Mathematics Teacher Education Program at the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN). This is a qualitative, exploratory, and documentary research, grounded in the methodological framework of Rosa and in the epistemological foundations of Ludwik Fleck, José Contreras, and Tomaz Tadeu da Silva. Developed in a multipaper format, the thesis comprises interconnected scientific articles aimed at understanding how styles of thought emerge and articulate across different dimensions of teacher education. The results reveal a predominance of the Reflective Style of Thought in dissertations and theses in the fields of Biology, Chemistry, and Physics, with the presence of the Critical-Reflective Style as well—demonstrating an appreciation for pedagogical reflection and a critical stance toward institutional and social structures. In the field of Mathematics Education, the styles of thought identified include the Intellectual Reflective, Intellectual Critical-Reflective, Researcher Reflective, and Researcher Critical-Reflective styles. The analysis of the DCNs for Teacher Education shows an evolution in prevailing styles over time: in 2002, the dominant style was the Traditional-Technical, with elements of the Traditional-Reflective style; in 2015, the Reflective style predominated, alongside traces of the Traditional-Technical, Critical-Reflective, and Post-Critical-Reflective styles; by 2019, there was a return to the Traditional-Technical style, with elements of the Traditional-Reflective and Critical-Technical styles. The DCNs for the Mathematics Bachelor's and Licentiate Programs allowed the identification of the Professional Traditional-Technical, Professional Reflective, and Professional Traditional-Reflective styles of thought. In the analysis of the Mathematics Teacher Education Program PPCs at CPAN, the 2004 document revealed a predominance of the Traditional-Technical style, with some elements of the Traditional-Reflective. The PPCs from 2009, 2011, and 2013 presented the Reflective style as predominant, along with elements of the Critical and Post-Critical styles. The more recent PPCs (2018, 2019, and 2022) indicate a predominance of the Traditional-Reflective style, with elements of the Post-Critical style. Overall, a hegemony of the Reflective Style of Thought was observed across the analyzed documents. However, the findings highlight the need to deepen investigations into the Critical-Transformative Style of Thought, which remains marginal. Finally, the thesis argues that designing a proposal for the Teaching Practicum in teacher education—whether in Mathematics or Science—requires a meaningful articulation between epistemological theories of teacher education, the DCNs for teacher training and subject-specific courses, and the body of academic research in Science and Mathematics Education.