Resumo

ACEVEDO RINCON, Jenny Patricia  e  FIORENTINI, Dario. Practices in Mathematics pre-service teacher education: The experience of an interdisciplinary practice. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.40, pp.209-239. ISSN 0121-3814.

The Unicamp's Education Faculty (University of Campinas), offers two Pre-service Teacher (I and II) of a total of four stages of teaching practice, which are distinguished by being interdisciplinary, bringing together in the same class, trainees of different degrees. Each trainer in charge of the Pre-service Teacher proposes a menu with different experiences, according to their own criteria. This article presents initially the theoretical approaches to understand the learning and professional formation experiences of trainees located in the Pre-service Teacher of the Education Faculty given by the second author of this article. Seeking to understand the learning experiences from the participation of eighteen students of Bachelor in Mathematics, Biology, History, Philosophy, Geography, Physical Education, Arts and Language, in the Pre-service Teacher course, we seek contributions in the Social Theory of Learning. The practice is determined by social, cultural and historical conditions in which it operates. Consequently, the educational practice is social type. The Pre-service Teacher of the Education Faculty of the Unicamp offers multiple scenarios of educational practice. In this context, the students move through various educational practices developed in different scenarios. Under the interdisciplinary context are given meaning to changes in learning, as well as the commitment, affiliation and imagination towards the community of practice, determined by the four scenarios share - School Course, Interdisciplinary Group and TelEduc (digital platform)- but forming only the first three types of communities of practice. In the article, we present some theoretical analysis of the participation of trainees in the three Communities of Practice: i) Course Community of Practice; ii) Interdisciplinary Community of Practice Group; and iii) School Community of Practice. To recognize and analyze the learning and forms of identification in the communities, the research developed through qualitative approach, analyzes narratives of different forms of participation of trainees, bearing in mind that knowledge is social type, it is questioned and turns to be used in social practices, especially in stage three communities of practice.

Palavras-chave : pre-service teacher; situated learning; professional Constitution; Practice; Community of Practice.

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