O trabalho do professor que ensina Matemática e seus saberes sobre frações sob a ótica da Sociologia Pragmática

Abstract

This study, an excerpt from a postdoctoral research project, aimed to present the challenges faced by 4th grade elementary school teachers, based on their conceptual and pedagogical knowledge about teaching fractions. For the mapping of the difficulties faced by the teachers, a questionnaire was applied and, subsequently, an interview was conducted, about the conceptual and pedagogical questions of the questionnaire. Studies on teaching knowledge, the training of teachers who teach mathematics and Pragmatic Sociology composed the theoretical-methodological framework of this work. The results pointed to the presence of conceptual difficulties of teachers about fractions and the consequent limitation to teach the subject. It was concluded that teachers, when understood from the confrontation of specific and challenging work situations, through a formative dialogue, can review and resignify their knowledge, apprehending and learning what they are capable of.