A Base de Conhecimentos para o ensino da Metodologia da Resolução de Problemas: uma análise a partir de formadores de professores de Matemática

Abstract

The development of this research intends to analyze how the Knowledge Basis has been configured to the professors responsible for the preparation of teachers who will be applying the principles of Problem Solving Methodology in the Mathematics Licensure courses at Public Universities in the State of Paraná. The theoretical foundation was in the definitions and categorizations of the basic knowledge of teaching practice proposed by Lee Shulman (1986, 1987) and the adaptations defined by Pâmela Lyon Grossman (1990), as well as the postulations of Onuchic(1999, 2014 and 2017) about the theoretical issues that comprises the Problem Solving Methodology. The object of study was the Knowledge Basis of professors who prepare educators of the curricular components that embrace the Problem Solving Methodology as a specific content. The methodology of this research takes on the qualitative approach of the multiple case studies, according to the exploratorydescriptive perspective. The instruments used for data collection were: the semistructured interview and the CoRe - content representation instrument adapted from the proposal of Loughran, Mulhall and Berry (2004). Data analysis was performed using the Discursive Textual Analysis methodology, developed by Moraes and Galiazzi (2007).The results of the data analysis showed that, in curricular aspects, Problem Solving Methodology does not appear configured as a subject of studies, in the researched courses, but as a methodological strategy inserted in didactic or pedagogical subjects, and that the predominance stands out on the conceptual aspect of teaching through problem solving. Regarding the Knowledge Base for Teaching, the analyzes showed that the teaching of the Problem Solving Methodology is more effective in its formative premises if the Knowledge Base of teacher trainers is properly structured on Knowledge of the following issues: of the Theme, General Pedagogical, Pedagogic of Content, University Context and School Context.