Formação inicial de professores(as) de matemática: uma coreografia didática com os temas contemporâneos transversais ; Initial formation of mathematics teachers: a didactic choreography with transversal contemporary themes

In this research, the central theme is the use of Contemporary Transversal Themes (TCT) applied to the development of pedagogical practices with future Mathematics teachers. The motivation for the study and application of TCT in the initial training of Mathematics teachers came from the observation and observation of educational learning in this formative stage, in which these students still have little knowledge about ways of working interdisciplinarity and/or transdisciplinary issues, debates, discussions and reflections on social issues that need to be part of the basic education curriculum. Motivated by this problem, it was investigated how a didactic choreography was constituted as a methodology of educational work in the remote modality for the use of Contemporary Transversal Themes by future mathematics teachers in the construction of digital authoring materials. This research is characterized by a qualitative approach, as it adopts ways in which the researcher sought to interpret the research object through perspectives that distanced from the empirical field, when considering the process of history and culture of each participant. The study involved the participation of five students in the seventh period of a degree course in Mathematics in the remote teaching modality, given the exceptionality of the pandemic caused by the COVID-19 virus, and had as instruments for collecting information observation, field notes, questionnaires, semi-structured interviews and the documents produced by students in the discipline who were enrolled during the period of this investigation. With the information collected, we sought to understand how the didactic choreography of this discipline was put into play for the training and educational process of these future mathematics teachers when working with TCT. With the methodological assumption of the Didactic Choreographies, four axes of analysis of this information were built, making it possible to understand the entire scenario of the research, namely: the anticipation ...