2026-02-102026-02-102023-09-18GUIMARÃES, Ingrid Carla de Araújo. A formação matemática do/a licenciando/a em pedagogia: um estudo de caso na UFPA Campus de Altamira-Pa. Orientador: Renan Rodrigues do Vale. 2023. 52f. Trabalho de Conclusão de Curso (Licenciado em Pedagogia) - Faculdade de Educação, Campus Universitário de Altamira, Universidade Federal do Pará, Altamira, 2023. Disponível em: https://bdm.ufpa.br/handle/prefix/9192. Acesso em:.https://bdm.ufpa.br/handle/prefix/9192The present research is located within the educational scenario, precisely in the context of teacher training, bringing to the discussion’s reflections on the learning of basic mathematics of the pedagogy graduate, future teacher from the first to the fifth year of Elementary School- I. As a research problem, the following question was raised: What perceptions do academics on the pedagogy course at UFPA, Altamira campus, have about learning - teaching mathematical content for the early years of basic education? Thus, the general objective of this research was to understand the perceptions of students completing the Pedagogy course at the Federal University of Pará (UFPA)/Altamira campus, about teaching/teaching mathematics in the early years of elementary school. Regarding the methodological aspects of the research, a qualitative approach was chosen, as it is a study aimed at social issues in education, a bibliographical review was also carried out, through reading, analysis and interpretation of texts, with the aim of formulating a theoretical structure of the research. The use of exploratory research was also considered (MINAYO, 2009); field research, (MARCONI; LAKATOS, 2003). In addition to a questionnaire administered with twelve multiple-choice, open and closed questions, administered from January 12th to 15th, 2023, to students in the 8th period of the Pedagogy course. The results in question revealed the importance of trying to pay attention to greater visibility for students' mathematical training, since this understanding is fundamental to building new teaching possibilities, and to deconstructing a mistaken view of this discipline. In conclusion, there is a need for more debate in this scenario, as it is necessary to identify the socio-educational impacts that are outlined in the daily activities and difficulties developed in this path in order to conduct training consistent with the course objectives.Acesso AbertoFormação de professoresFormação matemáticaPedagogiaEnsinoTeacher trainingMathematics trainingPedagogyTeachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil