Percepções e práticas nos primeiros anos de docência: um estudo com egressos de um Curso de Matemática

Abstract

This research, developed at the Scientific Initiation level, aimed to understand how the pedagogical practice of beginning teachers occurs, who have graduated from a Mathematics Course, having as reference their initial formation and the processes of recontextualization in the classroom. This is a qualitative study, anchored in the methodological parameters of Oral History. For this purpose, six interviews were carried out with graduates who graduated at different periods in the course and have been working with Mathematics in Basic Education schools since they concluded graduation. These interviews, after being recorded, were transcribed, textualized and legitimized by the collaborating teachers. Along with the theoretical support used, the narratives of the collaborators constitute triggering elements for the search for understandings about the training and performance of teachers trained in the course. The study allowed a better understanding of how the pedagogical practice of students who graduated in the first years of teaching takes place and offers subsidies to review actions and improve the pedagogical project of the course in question.