PROFESSIONAL DEVELOPMENT OF TRAINING TEACHERS: PROFESSIONAL KNOWLEDGE RESSIGNIFIED IN THE IMPLEMENTATION OF BNC-TRAINING IN A LICENSE COURSE IN MATHEMATICS
University Pedagogy. Mathematics Teacher Training. Curriculum Reform. UNEMAT.
This dissertation is part of the line of research on Teacher Training, Pedagogical Policies and Practices, of the Graduate Program in Education (PPGEdu) – Masters in Education, at the Universidade do Estado de Mato Grosso (UNEMAT), whose central theme is Development Professional of Teacher Trainers of the Degree in Mathematics - UNEMAT/Cáceres, through the implementation of Resolution CNE/CP nº 02 of 2019 - BNC-Training, investigated on the theoretical assumptions of University Pedagogy. The axes of discussions, with the respective theoretical contributions were: (i) Curriculum for the Initial Training of Mathematics Teachers – Arroyo (2013); D'Ambrosio (2005); Fiorentini (2005); Freire (1996); Freitas and Fiorentini (2009); Gatti and Barreto (2009); Gatti et al. (2019); Ghedin (2006); Krahe (2009); Libâneo (2006); Lorenzato (2005); Nacarato (2006); Nóvoa and Alvim (2022); Perrenoud (1997); Bridge (1992); Sacristan (2017); Saviani (2009); Secchi (2012); Secchi, Nunes and Chaves (2021); Zeichner (2008) and others; (ii) Professional Development of Trainer Teachers – Almeida and Pimenta (2014); Bitencourt (2014, 2017); Crecci and Fiorentini (2018); Day (2005); Gonçalves and Fiorentino (2005); Guérios (2005); Imbernón (2011); Krahe and Wielewicki (2012); Marcelo Garcia (1999); Melo (2005); Mota, Martins Júnior and Fiorentini (2021); Tardif (2014); Tardif and Raymond (2000); Veiga (2021); Zabalza (2007); Zuchetti (2021) and others. The research question is: How the Professional Development of Teacher Trainers and their professional knowledge are re-signified by the process of curricular reformulation of the Degree in Mathematics - UNEMAT/Cáceres, in the period 2020/2021, motivated by the implementation of BNC-Training? The general objective is to understand how the Professional Development of Teacher Trainers and their professional knowledge are re-signified by the curriculum reform of the course, through the implementation of the BNC-Training. This is a qualitative approach, with a case study method, which encompassed the procedures of bibliographic, documentary and field research. The data production instruments were a characterization questionnaire and semi-structured interview, with the effective trainers who were assigned to the Faculty of Exact and Technological Sciences (FACET/UNEMAT) in the period 2020. The main categories were defined based on the two axes of discussions and, from them, the following subcategories started: (i) curriculum; curriculum reform; initial teacher training; training of mathematics teachers; (ii) disciplinary knowledge; curricular knowledge; didactic-pedagogical knowledge; knowledge from experience. The collected data were analyzed based on Bardin's (2016) content analysis technique. [under construction]