Currículo da formação de professores de matemática da UFRJ: refletindo com recém-egressos sobre os saberes docentes organizados a partir de um quebra-cabeças

Abstract

This research seeks to investigate the knowledge that graduates of the Mathematics degree at UFRJ understand as necessary for the curriculum of their initial training as Mathematics teachers. In this sense, my academic-professional trajectory will be presented as motivation for defining the object of study, followed by a theoretical discussion in the fields of curriculum and teacher training. As a methodological instrument for data production, a conversation circle was held using instruments from a workshop, with a pre-established script, based on the dabate held between two graduates of the Mathematics Degree course at the Federal University of Rio de Janeiro. For the analysis and processing of data, a response categorization method was used, where the recognized knowledge was arranged in a puzzle, in an organized way. Each piece of knowledge identified occupied a piece that was positioned in the puzzle according to criteria constructed throughout the data analysis. The puzzle, the result of this construction, which is configured in the presentation of the results, constitutes a suggestion of a possible (re)formulation of the institution's Mathematics Degree curriculum, including new knowledge and repositioning others, not as new subjects or as part of existing subjects, but as contents and practices that, in a transversal way, can be inserted into curricular requirements and components.