SOUZA, M. M.; SOUZA, Margarida Mendes de.
Résumé:
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.