Saberes docentes na fala de professoras dos quintos e sextos anos: perpassando o ensino de frações

Abstract

The present work aimed to analyze the teaching knowledge that are mobilized by the teachers of the fifth and sixth years, taking as directed the teaching of fractions. For that, the following theoretical references were used: Teaching knowledge and professional training (TARDIF, 2012), Mathematics to teach and Mathematics to teach: new studies on teacher education (BERTINI et al, 2017), Knowledge in (trans) training: central theme of teacher training (HOFSTTETER, 2017). Following the assumption of analysis of Moraes, we constructed two categories: Know how to teach and to teach in the speech of the teachers and experiential knowledge in the speech of the teachers. We conclude that during the undergraduate course little knowledge was obtained regarding the knowledge to teach and to teach, and the knowledge that the teachers have in their majority comes from their experience in the classroom.