Um estudo sobre os projetos pedagógicos do curso de licenciatura de Matemática da UFT - Arraias: de 2003 a 2023

Abstract

This research analyzes the evolution of the Bachelor's Degree in Mathematics at UFT in Arraias, from 2003 to 2023, at the University Campus Prof. Dr. Sérgio Jacintho Leonor, focusing on the historical changes in its Course Pedagogical Projects (CPPs). The study aims to identify structural and content transformations, investigating the reasons behind these changes, such as the transition from the State University of Tocantins - UNITINS to UFT, expansion through public competitions, and improvement of management and evaluation. The trajectory and changes that occur during these years will be traced, according to what has been proposed by these CPPs. The research employs a qualitative and comparative approach, analyzing documents such as CPPs and PDIs, as well as data from Educational Information Systems like SIE, Unified Scholarships Registry CUBO, and Electronic Information System SEI. The objective is to explain the transformations in the course, including changes in locations, credit loads, teaching staff, and infrastructure, such as the creation of laboratories. Highlighting the following questions, what were the main structural and content changes in the Pedagogical Projects of the Mathematics Teaching Degree at UFT - Arraias from 2003 to 2023, and what were the reasons for these changes? The research emphasizes the importance of Internal Audit and the Self-Assessment Commission - CPA in the continuous improvement of the course, aiming to provide a comprehensive view of the course's trajectory, facilitating the analysis of its evolution. This study was developed based on the pedagogical projects, offering a broader perspective on mathematics teachers and emphasizing the paths taken by the course. We also analyze what the course currently offers and what it still has to offer. The outlined trajectory aimed to encompass a more comprehensive perspective on the course, facilitating the analysis of the evolution and the path that the Mathematics Teaching Degree followed, according to the PPCs. Also investigated were the internal and external factors that encouraged these changes in the PPCs.