Análise do letramento matemático e da concepção de avaliação de licenciandos em matemática: implicações das avaliações em larga escala na formação inicial docente

Abstract

Thinking about the aspects that comprise the training of teachers and the fundamental knowledge for teaching, this research focuses on the implications of large-scale evaluations in the process of initial training of teachers of Mathematics. The major objective is to reveal how the perceptions that the licenciandos have about evaluation and Mathematics imply in the processes and in the abilities underlying the mathematical literacy. The research is of a qualitative nature and the subjects of the research are ninety and two graduates of the degree course in Mathematics of the State University of Ponta Grossa - Paraná. The data were collected through two instruments: questionnaire and mathematical questions instrument of the PISA 2012 assessment exam. For organization and analysis of the data we used Discursive Textual Analysis, Cluster Analysis, Graph Analysis and an analysis instrument constructed from of concepts identified from the PISA report itself, which considers the relation of mathematical processes and the underlying mathematical skills underlying mathematical literacy. Based on the references that base the present research, our results reveal that there is a gap between the proposed curriculum and the actual curriculum, the result of perceptions based on a reproductive cycle, anchored in pedagogical formalism. It should be noted that the licenciandos recognize the relevance of mathematical knowledge to an emancipatory practice, but when put into practice, they point to a simplistic "mathematical doing" based on the mere use of algorithms, which allows us to infer a formation of teachers based on two categories: '' being a teacher focused on the transmission of content '' and '' being a teacher is being an educator ''. Our results also reveal that the licenciandos associate their mathematical literacy mainly with the "role of intersubjectivity in the teaching and learning process" related to the ways of seeing and conceiving teaching and "deficiencies" in initial teacher training.