#TrainingProfessoresEmCasa: a study on mathematics in licensing in pedagogy in remote teaching activities

• Grant number: 20/11869-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): July 01, 2021
• Effective date (End): February 29, 2024
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klinger Teodoro Ciríaco
• Grantee: Mariany Fonseca Garcia
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The emergency situation resulting from the COVID-19 pandemic has posed, and still poses, numerous challenges to sectors of society, particularly here in the processes of teacher training, specifically for the training of teachers who will teach mathematics. Understanding this issue is necessary, in the present time of 2020, considering the measures of social isolation in Brazil as a way of controlling the transmission of the virus. Based on the relevance of knowing the perspectives and limits of the performance of the teacher educator and, at the same time, perceptions of future teachers regarding the return to classes at the Universities remotely, we highlight an object of study that stands in front of the understanding of spaces virtual interactions for Teaching Mathematics at Home. Previous research (GOMES, 2002; CURI, 2004; NACARATO; MENGALI; PASSOS, 2009) highlighted the fragility of work with the teaching of Mathematics in classroom Pedagogy courses, which, in addition to the low workload of specific subjects, still had the challenge of trying to reconstruct the experiences from Basic Education in a short space of time in the interaction with students. How to TeachLearn remotely something that, even in the face-to-face system, is glued as a training deficit? What resources are adopted to make it possible to approach mathematical content? To what extent does taking the course remotely enable students to change their conception of mathematical knowledge? We believe that characterizing the "new normal" by the practice of "training teachers at home" and unveiling the needs, perspectives and challenges of this action may provide elementary clues for the organization of initial training, as well as alternatives and possibilities for the new way of walking. (AU)