Significados produzidos sobre a prática docente no curso de matemática da Universidade Estadual de Goiás - Unidade de Iporá

Abstract

This research aimed to understand the meanings produced about teaching practice in the Mathematics Licentiate Degree course at the State University of Goiás (UEG). Starting from the understanding that teaching practice is constructed through relationships between knowledge, subjects, and contexts, the study sought to interpret how teachers attribute meaning to teaching mathematics and how these meanings are constituted and expressed in daily formative life. It is based on the theory of the Semantic Fields Model (SFM), addressing concepts of meaning, meaning production, teaching practice, and mathematics teacher training. The challenges faced in the context of UEG are discussed, and a memorial narrative is presented that situates the researcher's place of speech and their motivations for the investigation. This is a qualitative research, with data collection and analysis procedures guided by the SFM perspective. The meanings manifested in the participants' speeches, experiences, and perceptions were identified and interpreted, considering teaching practice as a field of meaning production situated historically, institutionally, and subjectively. The results show that teaching practice is permeated by dimensions such as commitment to the student, the confrontation between theory and reality, the challenges of initial training, the construction of professional identity, and the need to reframe beliefs about mathematics and the role of the teacher. These meanings reveal both formative potential and weaknesses and tensions present in the course. An educational product was developed with the aim of demystifying misconceptions about mathematics, contributing to the critical and reflective training of future teachers, and strengthening the value of teaching. It is concluded that the analysis of teaching practice in light of the SFM makes it possible to understand the multiplicity of meanings that constitute the training of mathematics teachers, contributing to initial and continuing education.