The prospective teacher Course of the Faculty of Education of the University of Campinas (FE / Unicamp) is non-disciplinary, or interdisciplinary bringing together trainees from different degrees in the same scenario to understand and confront the reality of the classroom in a school setting. This study aims to understand the teaching professional practices of prospective mathematics teacher from the participation in interdisciplinary experiences situated in the FE/Unicamp. This is a qualitative research, having as a research context the prospective teacher Course, offered by Unicamp in the first semester of 2014, in which eighteen students from eight undergraduate degrees (Mathematics, History, Social Sciences, Natural Sciences, Sports, Geography, Literature and Arts). However, four prospective teacher of Mathematics Education program were selected to analyze narratively their trajectories of professional teaching. The research has as theoretical reference the Situated Learning, the participation in Communities of Practice and the constitution of the professional teaching learning in interdisciplinary experiences. The empirical materials that compose the corpus of analysis and interpretation were obtained from the researcher's field diary, records in trainee diaries, intervention plans, questionnaires, final report of problematization of the practices and individual interviews, and in the interdisciplinary community of the prospective teacher of this research. In order to analyze this information, two enterprises of the Communities of practices were found, which were characterized as actions. That is, for the enterprise "Construction of interdisciplinary intervention project in the prospective teacher Course", we analyzed the actions: (1st) identification of the school context, (2nd) observation and registration of teaching mathematics in school; and, (3rd) identification of interdisciplinary experiences in the school. And for the "construction of final of prospective teacher Course report", the following actions were identified: (i) being a teacher in the school and (ii) reflections about the teaching profession. The participation in the different interdisciplinary scenarios of teaching and learning in the school helped the trainee to problematize the professional practices of teachers, with a re-meaning of the contexts of school practices, knowledge and specific processes of school mathematics, interdisciplinary situations, teaching methodologies, interdisciplinary intervention actions in school, and, above all, the professional value of the mathematics teacher in today's school. Finally, the interdisciplinary and transdisciplinary nature, allow trainees to cross the boundaries of the academic and academic disciplines of the undergraduate courses (AU) |
