THE PEDAGOGICAL KNOWLEDGE OF THE CONTENT IN THE FORMATION OF THE PEDAGOGUE: REFLECTIONS OF A PRACTICE ON THE TEACHING OF GEOMETRY IN THE EARLY YEARS

Abstract

The training of teachers who work in the Early Years, for the teaching of Geometry, needs to be based on a planning that meets not only what is proposed by the documents that guide the school curricula. From this understanding, the question originated: What can be verified in the teaching planning on geometric concepts, presented by future teachers, from the perspective of Pedagogical Content Knowledge - CPK? To answer it, a cycle of studies was proposed to Pedagogy undergraduates, at which time the students presented their plans. The data obtained were analyzed according to the Discursive Textual Analysis – ATD. Thus, it was found that these students understand the importance of the teacher knowing what to teach and how to teach it. However, it is considered that the process of internalization of the CPK, for these future teachers, needs to be experienced beyond the initial training, through actions proposed in continuing education and with the reflection of their practice.