School Insertion and the Mobilization of Teaching Knowledge in the Initial Education of Mathematics Teachers

Abstract

This article presents part of a study on the initial education of Mathematics teachers within the context of the presents part of a study on the initial education of Mathematics teachers within the context of the Pedagogical Residency Program. The qualitative and analytical-descriptive research aimed to describe and analyze teacher knowledges developed through participation in CAPES’s Pedagogical Residency Program. Thus, reports written by Mathematics undergraduate students from a public university in the state of São Paulo who participated in the Pedagogical Residency Program were analyzed. The textual corpus was submitted to Descending Hierarchical Classification with the support of the IRaMuTeQ software, enabling the identification of thematic classes related to formative experiences developed in the school context. In this section, teacher knowledge mobilized by the residents is analyzed based on three axes: reflections on the teaching and learning process, development of project activities, and school teaching experiences. The results indicate that the insertion of undergraduate students into the school context favored the mobilization of knowledge related to understanding students’ difficulties, pedagogical mediation, teaching organization, and Mathematics lesson planning. Furthermore, the importance of collaborative experiences developed among residents, mentors, and supervisors was highlighted. It is concluded that the experiences provided by the program significantly contributed to the initial education of Mathematics teachers.