Problemáticas, motivações e experiências em um curso de licenciatura em matemática no atravessamento da pandemia de Covid-19

Abstract

This research aims to discuss the challenges faced by future Mathematics teachers regarding teacher education in the context of the COVID-19 pandemic, as well as the motivations for continuing in the Mathematics Teaching Degree program at UFGD. The empirical material was gathered from two sources. The first consisted of an online questionnaire answered by 25 students, containing both closed and open-ended questions. The responses were analyzed by reading the written answers, grouping similar ones, and relating them to the closed responses. The results enabled connections to be drawn between the concerns raised by future teachers and the issues highlighted in other studies on the challenges of initial teacher education and dropout rates. The second set of data was collected through a Focus Group (FG) consisting of six students from the Mathematics Teaching Degree program who completed part of their studies during the pandemic. Their experiences were narrated, transcribed, organized based on similarities in their statements, and subsequently analyzed. The study examines different experiences related to the challenges faced in the program but also highlights factors that encourage students to persist in their studies. Thus, it is possible to identify aspects that require greater attention, as well as to recognize and appreciate those that have contributed to teacher education, attracting new teachers and motivating them to complete the program.