出版社：Associação Educacional e Cultural de Quixadá, Faculdade Católica Rainha do Sertão
摘要：O objetivo deste artigo é analisar sob a ótica dos professores pedagogos se a formação em pedagogia oferece condições para o domínio dos conteúdos matemáticos necessários ao processo de ensino e aprendizagem nos primeiros anos do Ensino Fundamental da rede municipal de Boa Vista-RR. O método de pesquisa utilizado foi pesquisa bibliográfica, descritiva, documental e de campo com abordagem qualitativa e quantitativa. Os instrumentos de coletas de dados foram questionários. Os resultados apontaram fragilidades no que se refere ao domínio dos conteúdos por parte dos professores que pode ser associada à falha na formação inicial dos professores pedagogos. THE FORMATION OF THE PEDAGOGUE FOR THE TEACHING OF MATHEMATICAL CONTENT IN THE INITIAL YEARS OF BASIC EDUCATION ABSTRACT The aim of this article is to analyze, from the point of view of pedagogical teachers, if the pedagogical training offers conditions for the mastery of the mathematical contents necessary for the teaching and learning process in the first years of the Boa Vista-RR municipal school system. The research method used was bibliographic, descriptive, documentary and field research with a qualitative and quantitative approach. The instruments of data collection were questionnaires. The results pointed out fragilities regarding the content domain by the teachers that can be associated to the failure in the initial formation of pedagogical teachers.
其他摘要：The aim of this article is to analyze, from the point of view of pedagogical teachers, if the pedagogical training offers conditions for the mastery of the mathematical contents necessary for the teaching and learning process in the first years of the Boa Vista-RR municipal school system. The research method used was bibliographic, descriptive, documentary and field research with a qualitative and quantitative approach. The instruments of data collection were questionnaires. The results pointed out fragilities regarding the content domain by the teachers that can be associated to the failure in the initial formation of pedagogical teachers.
