Uma trajetória da disciplina de análise e um estado do conhecimento sobre seu ensino

Abstract

Our research is divided in two parts. On the first one, the type state of knowledge, it was made a mapping of the Brazilian production concerning the analysis teaching, a quantitative analysis of this data and it was raised critical questions which were emerged from the presented discussions. It was concluded that the amount of research in analysis teaching is still small, there are few researchers working with the thematic, whose works are relatively isolated between themselves, having many questions with no answer about the importance and relevance of the analysis course in the education of Mathematics teachers. The second step of our work, that can be inserted into the History of Mathematics Education, addressing the pedagogical processes history, brings a panorama of how the program is structured in a general way and the goals, contents and bibliography of the analysis course in two licentiate programs (from its creation until the present day): the course of University of São Paulo (IME-USP) and the course of São Paulo State University (IGCE-UNESP). The work was realized through curriculums and analysis disciplines programs. From this section, it was concluded that the Analysis course is crystallized: the goals haven’t touched the question of the teacher’s graduation or they have done it in a punctual manner, contents and bibliography have not been altered so much during the past years. From the two parts gathered, it was seen that the second confirmed some hypothesis rose in the first one and which, indeed, the analysis teaching field has still many unexplored points.