Teacher training and pedagogical practice for teaching mathematics in the transition process from the 5th to the 6th year of elementary education

Authors

Keywords:

Teacher training, Pedagogical practice, Teaching Mathematics

Abstract

The article discusses the role of the pedagogue regarding the teaching of Mathematics in the transition process from the 5th to the 6th year of Elementary School and the conflicts faced by this professional in the teaching-learning process, as well as the reflection on the educational methodologies and the pedagogical spaces used for the insertion and construction of mathematical knowledge by the students. This study was developed through a qualitative approach, supported by documents and literature review. The locus of the research was the Onélia Campelo, located in the Santos Dumont neighborhood in Maceió – Al, in Maceió – Al. This work made it possible to observe the existence of difficulties in the dialogue between elementary school educators regarding the teaching of mathematics, associated with the short time reserved for it and the expectations of students and the community regarding the theme. 

Author Biography

Edlene Cavalcanti Santos, Federal University of Alagoas - UFAL

The article discusses the role of the pedagogue regarding the teaching of Mathematics in the transition process from the 5th to the 6th year of Elementary School and the conflicts faced by this professional in the teaching-learning process, as well as the reflection on the educational methodologies and the pedagogical spaces used for the insertion and construction of mathematical knowledge by the students. This study was developed through a qualitative approach, supported by documents and literature review. The locus of the research was the Onélia Campelo, located in the Santos Dumont neighborhood in Maceió – Al, in Maceió – Al. This work made it possible to observe the existence of difficulties in the dialogue between elementary school educators regarding the teaching of mathematics, associated with the short time reserved for it and the expectations of students and the community regarding the theme. 

References

Brasil. Ministério da Educação. Conselho Nacional de Educação. Conselho Pleno. Resolução CNE/CP nº 2, de 20 de dezembro de 2019. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=1359 51- rcp002-19&category_slug=dezembro-2019-pdf&Itemid=30192. Acesso em: 9 set. 2022.

Castorina, J.A et. al. Piaget – Vigostsky: novas contribuições para o debate. São Paulo: Ática, 1988. pp. 51-83.

Diretrizes Curriculares Nacionais Gerais da Educação Básica. Ministério da Educação. Secretária de Educação Básica. Diretoria de Currículos e Educação Integral. – Brasília: MEC, SEB, DICEI, 2013.

Freire, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.

Gil, A. C. Como elaborar projetos de pesquisa. 6. ed. São Paulo: Atlas, 2008.

Piaget, J. Psicologia e pedagogia. Rio de Janeiro: Forense Universitária, 1998.

Pimenta, S.G.; Lima, M.S.L. Estágio e docência. São Paulo: Cortez, 2012.

Tardif, M. Saberes docentes e formação profissional. Petrópolis: Vozes, 2002

Vygotsky, L. S.; Leontiev, A. N.; Luria, A. R. Linguagem, desenvolvimento e aprendizagem. Tradução Maria da Penha Villalobos. 4. ed. São Paulo: USP, 1988.

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Published

2025-01-20

How to Cite

Santos, E. C. (2025). Teacher training and pedagogical practice for teaching mathematics in the transition process from the 5th to the 6th year of elementary education. CADERNOS PEDAGÓGICOS, 1(1), p.2–9. Retrieved from https://seer.ufal.br/index.php/cadpedagogia/article/view/19107

Issue

Vol. 1 No. 1 (2025): Continuous demand articles

Section

Artigos

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Copyright (c) 2025 Edlene Cavalcanti Santos

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