Mathematics and Didactics: Reflections on Teacher Education, Professional Knowledge, and Teacher Professionalization

Abstract

The present text aimed to analyze the process of teacher professionalization from the perspective of the specific training of the teacher discussing the role of Didactics in the formation of Mathematics. It is considered that the knowledge working in the degree in Mathematics is necessary knowledge for the teaching practice and is directly linked to the action of teaching. As an example, the themes of didactics, teacher professionalization, teaching methodologies, and professional development can be cited. It sought to deepen the investigation of the knowledge necessary for teachers for their professional practice. The bibliographic research was based on investigations carried out by Shulman (1986; 1987; 1996), Mizukami (2005-2006), Marcelo Garcia (1999; 2009), Tardif (2002), Hill & Ball (2004), Libâneo (2002, 2006), Candau (2008), (2009), Oliveira-Formosinho (2009), Libâneo e Pimenta (2011), Ponte (1999; 2014; 2020), Gatti (2009a; 2009b; 2010; 2019), Giraldo (2018), among others. The work reveals that the didactic and pedagogical knowledge present in the initial and continuing education of teachers needs to contribute to a reflective stance on their practice, in addition to the experimentation of different teaching strategies. With this, it is expected that the teacher can develop a more conscious, reflective, and effective teaching performance. The training helps the professional teaching knowledge that supports and guides the practice of the teacher in the classroom (PONTE, 2020). Training and professional development processes are fueled by professional knowledge that, at the same time, mobilizes and promotes other knowledge. The results indicate that teacher professionalization, encompassing initial and continuing education, can contribute to professional development and the construction of the identity of teachers, categories that must interact in a continuum permeated with being, living, and teaching, key elements for the exercise of teaching. Still, as a complementary perspective, it is emphasized that the investigative attitude should be the axis of training for the construction of a solid and flexible knowledge base, having as specificity, the learning of teaching and the construction of professional development strategies.