Formação matemática do(a) pedagogo(a): possibilidades para a desconstrução de um ensino-aprendizagem enciclopédico

Abstract

The Pedagogy course plays a fundamental role in training teachers for Early Childhood Education and the Initial Years of Elementary School; therefore, its mathematical education is a relevant topic to be explored. The general objective of this study is to analyze mathematical education in the training of pedagogues, with specific goals including understanding the myths and difficulties of teaching and learning mathematics in pedagogical training; and analyzing possibilities for deconstructing rigid mathematical teaching and learning in teacher education. To achieve these objectives, the research used a bibliographic methodology, seeking to explore the guiding question: how to think about the discipline of mathematics in Pedagogy courses in order to promote the overcoming of fears and myths stemming from encyclopedic teaching? The conclusions highlight the urgency of a more solid mathematical education for future pedagogues, the importance of considering students' prior knowledge, the promotion of an affectionate and welcoming environment to facilitate learning, and the need to overcome myths and fears regarding mathematics. Additionally, it emphasizes the relevance of ongoing teacher education and the deconstruction of outdated teaching practices. The study indicates the pressing need for a more dynamic and inclusive approach to teaching mathematics, making it more engaging and captivating for students.