Concepções de professores formadores de professores: exposição e análise de seu sentido doutrinário

Abstract

This research has as its main goal to investigate teachers’ understandings about mathematics, its teaching and learning process. In a methodological point of view, it is developed under a qualitative approach phenomenologically inspired. Data were collected from nine professors from three public institutions in the state of Maranhão (Brazil). These professors teach mathematics in courses which have as its main purpose the preparation of future mathematics teachers. Their discourses were analysed by what we call “unities of meaning” from which “groups of meaning” were built. The professors’ naive discourses establish a doctrine – a body of principles – which directs their daily practice. This doctrine calls for a counter-doctrine which is, finally, presented and discussed in its general terms.