UNDERGRADUATE STUDENTS' PERCEPTIONS OF MATH TEACHING IN THE LIGHT OF INITIAL TRAINING WITH PRACTICAL WORKSHOPS

This research is based on obtaining the perceptions of undergraduate students about the teaching of mathematics in the light of initial training with practical workshops held at the University of Brasilia (UnB), offered to undergraduates in the Pedagogy and Mathematics courses. The research, which took a qualitative and exploratory approach, used a questionnaire as its main instrument during the Mathematics Education course in initial teacher training. The undergraduates were asked about their gaps in mathematical knowledge and the contribution of the reflections proposed in the context of the workshops to the emancipation of the students who will learn mathematics from their teaching work. The data was interpreted using Bardin's (2016) content analysis, with evidence of the necessary curricular construction anchored in emancipatory praxis with a focus on the student and their learning, centered on the development of creativity. The axes of investigation were located in the initial training of future teachers who will teach Mathematics, in the learning they obtained during the workshops and in their perceptions of the indispensability of Mathematics Education for teaching. The results showed that Mathematics Education through pedagogical workshops makes knowledge accessible because, from a playful perspective and with the support of didactic resources, undergraduates can participate and understand the importance of teaching with a focus on learning. Furthermore, they can contribute to a critical reflection on training in Mathematics Education, highlighting the importance of practical approaches and tangible experiences in preparing teachers for the challenges of the contemporary educational environment. However, the research highlighted the inadequacy of the current model of initial and continuing teacher training in the context of mathematics teaching. From this point of view, training should be aimed at fostering the development of the teacher who will work with students in the Early Years of Primary School. It is necessary to meet the current needs of undergraduates, with more time for their training and a curriculum geared towards emancipatory praxis with a focus on the student and their learning.