Uma aproximação a um modelo de conhecimento do educador de professores de matemática
DOI:
https://doi.org/10.54541/reviem.v1i1.12Palavras-chave:
Conhecimento do formador, Conhecimento do professor de matemática, MTSK, MTEKResumo
Este artigo é uma revisão teórica sobre os saberes do formador de professores de matemática. Décadas de estudo sobre o conhecimento do professor produziram abundantes informações teóricas e empíricas sobre o mesmo e alguns grupos que contribuíram para o seu desenvolvimento estão agora considerando avançar para modelos de conhecimento do formador, tornando esta área uma prioridade. Esses modelos tendem a ser elaborados a partir da perspectiva teórica subjacente a um determinado modelo de conhecimento do professor, admitindo que ambos os saberes (do formador e do professor) são substancialmente diferentes, embora tenham elementos comuns. Neste artigo, o modelo de conhecimento do professor que inspira o trabalho é o do saber especializado do professor de matemática (MTSK); portanto, este é o ponto de partida da reflexão que se apresenta. O conteúdo da própria formação e a consideração dos diferentes perfis de quem deve desenvolvê-la servirão de base aos domínios de conhecimento propostos que se apresentam.
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