Práticas educativa e pedagógica dos professores que ensinam matemática: um estudo a partir dos trabalhos do ENEM e ENDIPE ; Educational and pedagogical practices of teachers who teach mathematics: a study based on the work of ENEM and ENDIPE

This master thesis aims to guide and characterize the pedagogical and educational practices of the teacher who teaches Mathematics from the annals of the Encontro Nacional de Educação Matemática (ENEM) and the Encontro Nacional de Didática e Prática de Ensino (ENDIPE), in addition to having carried out a initial mapping in the Biblioteca Digital Brasileira de Dissertações e Teses (BDBDT) e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), so we have a total of 14 theses and dissertations and 107 articles. The methodology of this master thesis is quantitative-qualitative and a systematic review was carried out based on the considerations of Falbo, Souza and Felizardo (2017). The production of the mapping was carried out from the file of each research and article, where in the first we used the abstracts as a basis and in the second, we made the file highlighting the author, title, studied theme, problem or research question (when present), objectives, theoretical framework, methodological procedures and main results obtained. The results show that the pedagogical and educational practice can be guided in 6 axes, from the theses and dissertations, and 4 guiding axes from the articles, in which two have already appeared in the mapping of theses and dissertations. In addition, with a new regrouping, we were able to look at the characterization of pedagogical and educational practices, based on what the authors brought as methodologies, and based on authors who debate pedagogical and educational practices in the context of didactics, such as Libâneo (1990); Franco (2016) and Bandeira and Ibiapina (2014),which shows us that they are related to the processes and methodologies used by the teacher who teaches Mathematics to achieve the goal. learning by students, intentionally. These practices are guided and characterized in the relationship with teacher training, continued or initial, in their influence on students' learning, in addition to being related to the use of didactic resources for ...