Desafios de ser professor de matemática: angústias e perspectivas

Resumo

This dissertation was developed together with the Postgraduate Program in Mathematical Education and Physics Teaching, of the Federal University of Santa Maria (UFSM) within the framework of the Group of Studies and Research in Mathematical Education (GEPEMat), linked to the project entitled "Pedagogical activity in the training of teachers who teach mathematics from partnerships between institutions of higher education and schools of basic education in different Brazilian regions", which has the collaboration of institutions of higher education and basic education from different regions of Brazil. The research considers that the teacher mobilizes a series of knowledge developed throughout his education and teaching life, put to the test when faced with challenging situations imposed by the educational system, which require flexibility and adaptability to new demands, reconstituting themselves according to the context in which teaching is carried out. Thus, it is intended to answer the following investigative question: What challenges of being a mathematics teacher in the State Network of Education of Santiago interfere with pedagogical activity and teacher development? The subjects of the research were mathematics teachers from the State Education Network of the city of Santiago, Rio Grande do Sul. The main objective is to investigate challenges and perspectives that involve the work of the mathematics teacher of Elementary School II and High School, in light of Historical-Cultural Theory. The research was based on a systematic review of literature and in the deepening of studies on historical-cultural theory, activity theory, pedagogical activity and role and formation of the professor who teaches mathematics, focused on reflections on teacher training in the face of current challenges and perspectives for education and to be a mathematics teacher. As an instrument of data production, a questionnaire was proposed through Google Forms and participation in a reflective session, analyzed from four axes: Challenges, Confrontations, Organization of Teaching and Perspectives. It is understood that investigating challenges and perspectives involves understanding how teachers face and organize teaching, seeking to overcome adversity for the development of positive perspectives regarding education and teaching work. The results show that the greatest challenges faced in teaching are derived from the precariousness of education, which deteriorated it, taking away its primary meaning that is to provide access to scientific and cultural knowledge with a view to humanizing students. To overcome the identified challenges, it is necessary to enhance the teaching career, coherent training processes and fight for adequate working conditions. In addition, the collective organization of pedagogical activity in mathematics can contribute to the development and creation of valorization policies, allowing teachers to live the historical and social sense of teaching.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFSM

Ano

2026

Idioma

pt

Palavras-chave

Formação; Desafios; Perspectivas; Teoria histórico-cultural; Ensino fundamental II; Ensino médio; Atividade pedagógica; Desenvolvimento docente; Training; Challenges; Perspectives; Historical-cultural theory; Middle school; High school; Pedagogical activity; Teacher development; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Temas

Formação de Professores de Matemática

Handle

http://repositorio.ufsm.br/handle/1/38763

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026