CONTEXTUALIZED AND CREATIVE TRAINING OF MATHEMATICS TEACHERS IN A DIDACTIC ACTIVITY IN THE PHYSICS DISCIPLINE I

Abstract

Today's teaching demands the excellence of professional educators. And this requires a formation where as important as what is taught, is how it is taught. So, the training of graduates is the responsibility of the different disciplines that integrate the curriculum of each course. The teacher trainer is responsible for organizing activities in which tasks with the potential to develop teaching skills are presented. Thus, the proposition of the present work is to describe the development of an activity of Physics I, in the mathematics degree - the elaboration of a differentiated lesson plan contextualized by Kinematics or Dynamics. The methodology was carried out in a dialogical, shared and reflexive perspective in the attempt to expand the productive, contextual and creative capacity of the future teachers. The course was developed in four consecutive stages: motivation; theoretical activities with modeling; production of a lesson plan and reflection and reorganization of plans. At the end of the reflection and replanning, it was perceptible that the future teachers (from their explanations) understood the need for knowledge to enable new ways of teaching and learning. The knowledge to teach of Mathematics, for providing tools to describe phenomena; those of Physics, for presenting and discussing situations; and, dialectically, guide the use of mathematical tools. Undoubtedly, the satisfaction of the demands made during the proceedings was not complete. This, far from being viewed in a negative way, can be a motivation for the identitary conception of future teachers as active agents of their formation and development process.