ABSTRACT
This dissertation is a Cartography of Knowledge, Practices and of Training of
Teachers of subjects from the Integrator axis of Practices and Supervised Training of
Undergraduate Courses in Mathematics at UECE- Campus Itaperi in Fortaleza, and
also at FECLESC in Quixadá. It aims at mapping the production of knowledge,
practices and training of teachers who taught subjects from the Integrator axis of
Practices and Supervised Training of Undergraduate Courses in Mathematics, in the
period between 2013 and 2015. Such mapping became a methodological choice
because it was understood that this strategy would provide a clearer representation
of the training, the knowledge and the practices from teachers. It is a multiple case
study, once it is the most complete of all (GIL, 2009). Therefore, in order to carry out
this study it was used both the semi-structured interview technique with the teachers
who taught subjects from Integrator axis of Practices and Supervised Training of
Undergraduate Courses in Mathematics, as well as research in documents from the
institution. Hence, in order to discuss the knowledge, the practices and the training of
teachers, the theoretical basis of this research was built up from the following
authors: Tardif (2002), Tardif and Lessard (2007), and Gauthier (1998).
Consequently, in order to deal with the responses regarding discourse and truth
released by the interviewers in this research, it was resorted to Foucault (2013),
which supplied the necessary theoretical background for so. From the above
mentioned authors’ theories it is possible to state that there is a docket of specific
knowledge related to the practice of teaching which are systematized by teachers in
the practice of their profession. Thus, such knowledge once it is recognized and
legitimated, it reaches a status, no longer being learning, but becoming a means of
exercising power. According to Foucault, knowledge and power are two sides of the
same process (VEIGA-NETO, 2011, p. 130). By understanding that pedagogical
knowledge is essential to the training practices of teachers, it was perceived, from
the results of this research, that there is clearly a theoretical absence of such
knowledge in the training course of more than fifty percent of the teachers who were
interviewed in this research, which indicates limited practices to the disciplines from
Integrator axis of Practices and Supervised Training of Undergraduate Courses in
Mathematics at UECE- Campus Itaperi in Fortaleza, and also at FECLESC.
Keywords: Teacher Knowledges. Degree in Mathematics. Teacher Training.
