Ensino de matemática e a educação do campo: elementos para compreensão epistemologia do professor de matemática.

Abstract

The present article aims to discuss the elements that make up the teaching practices of mathematics in a school in the Monteiro municipality. In our work teaching practices are interpreted as part of the epistemology proper to the mathematics teacher. Using the texts of Becker (2012), D'Amore (2007), among others. We try to understand the elements of this epistemology, that is, of these teaching practices, to emerge in the discourse of the rural school mathematics teacher. We start with the hypothesis that the field education teacher transfers conceptions of mathematics teaching that are present in a more classical approach to mathematics. If this hypothesis is confirmed, we hope to bring contributions to the debate on mathematics teaching that meets the demands of rural education, since as Becker (2012) observes, in this more classic conception of mathematics teaching, the emphasis is placed on the resolution Exercise and Memorization are the main ways to learn math. Our research question was: what elements make up the epistemology of the mathematics teacher of a rural school in the municipality of Monteiro? As theoretical references, we use texts related to Didactics of Mathematics, in addition to the writings of Becker (2012) and D'Amore (2007). The methodology of the research followed a qualitative line, because we understand that, in order to understand the teachers' discourse, we needed to interpret these discourses in depth. For this, the interviews were carried out through a semi-structured questionnaire, according to Minayo (2004). Three teachers, one of them working in the rural school and the others in the urban area of the municipality of Monteiro, were subjects of this research. For the analysis of the questionnaire we use the texts of Becker (2012) and the results of his research on teaching epistemology. The research results indicate that teachers reveal an epistemology close to the common-sense epistemology of mathematics teaching, so that this epistemology interferes with the way teachers view mathematics teaching in the field school.