Abstract
In the scenario of discussions about the didactic and epistemological obstacles that 'haunt' the teaching and learning processes of Mathematics content in Elementary School in the early years, we find among other Santos theorists (2007; 2014; 2015; 2017). In this study, we aim to present the importance of challenging the Pedagogy graduate to leave his 'comfort zone', where he reproduces the mathematical contents/models, and provoke him to deconstruct/reconstruct/discover the mathematical concepts, to the detriment of a paralytic reproduction, and thus, we contribute to the thinking/questioning, from challenging situations. This practice has also contributed to the pedagogist's perception that his knowledge must exceed that of the student; and, above all, it has made it possible for the pedagogist to reflect more on his praxis, in order to constitute himself within the process as an epistemic subject, providing him with a rethinking of his action in a vision of what it is to teach. The actions have awakened us to the need for a more innovative teaching formation that overcomes challenges and difficulties in the exercise of teaching with excellence.
Highlights
In the scenario of discussions about the didactic and epistemological obstacles that 'haunt' the teaching and learning processes of Mathematics content in Elementary School in the early years, we find among other Santos theorists (2007; 2014; 2015; 2017)
We aim to present the importance of challenging the Pedagogy graduate to leave his 'comfort zone', where he reproduces the mathematical contents/models, and provoke him to deconstruct/reconstruct/discover the mathematical concepts, to the detriment of a paralytic reproduction, and we contribute to the thinking/questioning, from challenging situations
In the scenario of discussions about the obstacles that 'haunt' the teaching and learning processes of Mathematics content in Early Childhood Education and Elementary School, we find, among other theorists, Curi (2008), Nacarato (2005), Santos (2007; 2014; 2015; 2017), Lima (2007), Borges Neto and Santos (2006), Toledo and Toledo (2010)
Summary
In the scenario of discussions about the obstacles that 'haunt' the teaching and learning processes of Mathematics content in Early Childhood Education and Elementary School, we find, among other theorists, Curi (2008), Nacarato (2005), Santos (2007; 2014; 2015; 2017), Lima (2007), Borges Neto and Santos (2006), Toledo and Toledo (2010). We aim to guide the [re]construction of basic mathematical concepts based on didactic resources (analog and digital), promoting the intellectual, professional, cognitive and affective development of the students of Pedagogy, evaluating the didactic-theoric contributions of the trends in Mathematical Education, focusing on the [re]elaboration of mathematical concepts, cited in the item With this same purpose, we present the specific objectives, which among some changes, effectively aim at improving the initial formation of the pedagogue and suggest: to plan theoretical and practical activities aiming at the formation of the graduate in Pedagogy for the teaching of mathematics in the initial years of Elementary School; to guide the graduate to a reflexive look about his self-training, contributing for this subject to identify his greatest difficulties and cognitive possibilities, providing the student protagonism; To analyze the conceptual, procedural and attitudinal contents that involve Early Childhood Education and Elementary School in the early years, considering the work with materials (analogical and digital), following the evolution and renewal of mathematical concepts in Mathematical Education; and, to relate Mathematics with the other (specific) disciplines of the course, aiming at interdisciplinarity through practical activities, in order to expose (disseminate) the results achieved through a blogger so that the actions are known by other professionals in the field of education.
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