Projeto Pedagógico de Curso das Licenciaturas em Matemática das Universidades Estaduais do Paraná: Um Olhar a partir do Conhecimento Tecnológico Pedagógico do Conteúdo

Abstract

The object of this dissertation was to study the PPCs of mathematics degree courses at state universities in Paraná. This study seeks to highlight the presence of TPACK elements in the PPCs of mathematics degree courses. The question that guided the research was: What is evident about the articulation of the elements of TPACK, on the part of the PPCs of the Mathematics degree courses of the state universities of Paraná? With this in mind, the general objective was to identify “if” and “how” the elements of TPACK are articulated in the PPCs of Mathematics degree courses at Paraná state universities. Data was collected from the PPCs of the Mathematics degree courses at the state universities of Paraná. Bardin's Content Analysis was used to organize, process and analyze the data. The data was organized into six categories: (i) - Construction of concepts and knowledge; (ii) - Construction of methodological tools; (iii) - Construction of pedagogical action and the teaching process; (iv) - Formation of the subject for citizenship; (v) - Construction of knowledge for technological knowledge and (vi) - Construction of social development. The results show that the categories presented show that content knowledge, pedagogical knowledge and technological knowledge need to be more present in initial and continuing teacher training, they need to go hand in hand and be part of teaching practices and the daily lives of teacher trainers and trainees (as future teachers). As a result of the analysis of the categories presented here, we can point out that although the PPCs analyzed may not have been based on the structure of the TPACK model, we can infer that there are elements of it in the PPCs. With regard to the use and appropriation of Digital Technologies for teaching, we can point out that we found several indications in the excerpts from the PPCs, which point to the construction of knowledge and technological know-how.