Aspirations and expectations of teachers seeking training in Mathematics for the Early Years with an interdisciplinary approach

Abstract

Interdisciplinarity is built on the boldness of seeking possibilities for a pedagogical practice aimed at promoting work that integrates different areas of knowledge. This article investigates the expectations and aspirations that led teachers working in the Early Years to seek a postgraduate course whose pedagogical proposal approached mathematics from an interdisciplinary perspective. The expectations and aspirations of twelve teachers were categorized based on the content analysis of reports on their training trajectories, part of the assessment instruments used in the selection process for admission to the course. The qualitative approach resulted in eight a posteriori categories, whose results indicate the expectation of enhancing knowledge and “doing things differently” in the classroom based on new learning. This is understood as a continuous process to be developed throughout the professional career, requiring the pursuit of renewed knowledge, resources, and teaching methods.