15 anos de programa de pós-graduação em ensino de matemática (PEMAT) da Universidade Federal do Rio de Janeiro (UFRJ): da implementação dos cursos à análise das produções acadêmicas

Abstract

This work aims to investigate the implementation and consolidation process of the Graduate Program in Mathematics Teaching (PEMAT) at the Federal University of Rio de Janeiro (UFRJ). Organized in a multipaper format, we do this through three articles, which seek to (i) historicize the trajectory of the program, (ii) map the dissertations and theses defended from 2008 to 2021 and (iii) explore changes in the examination of specific contents in processes Master's selective from 2006 to 2021. These are descriptive researches produced under a qualitative approach, which develop the research problem from different perspectives and thus allow the achievement of the initially proposed objective. PEMAT built its trajectory based on pioneering the implementation of its master's and doctoral courses. In 2023, the Doctorate in Teaching and History of Mathematics and Physics is the only academic doctoral course in the research field of Mathematics Teaching inserted in the CAPES Teaching Area present in the state of Rio de Janeiro. Its objective is to solidly train researchers in articulation with the reality of Basic and Higher Education. It has a multidisciplinary teaching staff and has renowned researchers in the national and international scene. His dissertations and theses show interest in the themes of Physics Teaching, Inclusive Education (field of visual impairment), professional teacher training of mathematics teachers and Mathematics Teaching with a practical approach to content in the classroom in recent years (2018- 2021). The specific content exams in the selection process for admission to the PEMAT master's course had emphasis on questions with procedural aspects of mathematics. Gradually the exams were investing in more advanced questions in levels of cognitive complexity. More current issues aim not only at specific procedures for solving problems, but also at the relationship between the contents covered and the professional practices and experiences lived by the candidate as a student or, mainly, as a mathematics teacher. We recognize that the present work would be enriched with memories of people involved in the process of implementation and consolidation of the academic master's and doctoral courses at PEMAT and with a combination of document analysis and other research techniques. However, we believe that we provide a feasible approximation to PEMAT, envisioning viable paths for the near future in the sense of expanding scientific knowledge and social, philosophical and educational transformations through the Teaching and History of Mathematics and Physics.