Dispositivo de pesquisa e formação profissional PEP-FP/TAD: constituição do conhecimento docente para o ensino de geometria analítica plana do ponto e da reta

Abstract

This work belongs to the research field of initial training of math teachers, mainly in brazilian mathematics graduation courses. The research aimed to answer the following question: Which new knowledge (or not) in plane analytic geometry could be acquired by apprentice teachers, helped by a Study and Research Route for Teachers in Training (SRR-TT), and which benefits could be achieved by them in order to project (keep them) this knowledge on high school? In order to answer the question above, a methodological-theoretical device SSR-TT/ATD was developed, whereby which thirteen “studies and research” sessions with students of a mathematics graduation course in Bahia were conducted, those students being participants of classes on curricular supervised practice. The theoretical framework chosen was The Anthropological Theory Didactic (ATD), it being supported by studies on teaching knowledge. Related to the device explained above, we delimited as specific objectives, the (re)building of mathematical and didactic knowledge for the teaching of plane analytic geometry. The stages of this research were set on elaboration and analysis of epistemological models about plane analytic geometry and the development of a RSS of professional education. The main results from the whole research point that students under the professional formation, with the support of the device RSS-TT/TAD, raised resources and (re)built some teaching, pedagogical and technological knowledge of plane analytic geometry, especially those about point and the line. The conditions and restrictions set of RSS-TT suggested it was possible to develop many specific professional education or regional RSS’s, concerning to teaching knowledges for the instruction of math objects. The investigation results bring numerous perspectives to future studies as a way to keep investigating the initial training of math teachers