Encontros e desencontros com a matemática no percurso formativo de estudantes do curso de Pedagogia.

This research is a qualitative study that discusses how the pedagogy students' views about mathematics changed in their formative trajectory, from the moments experienced in the graduation. The agreements and disagreements with mathematics experienced by nine students from the pedagogy course of the State University of Bahia, Campus XII, during their formative processes in basic education and university are analyzed. The study identified that the students' experiences during a curricular component of this course and a study group contributed to changing their views about mathematics. The research data were produced through a questionnaire, written and oral narratives, and a reflective field journal of the researchers. They were analyzed using content analysis (Bardin, 2011). In this study, understanding the conceptions, the agreements and disagreements that permeate the processes of teaching and learning mathematics is to provide the teachers who teach (or will teach) this subject with reflections about how the students conceive it in their formative trajectory. The findings of the research reveal changes in the way pedagogy students see mathematics. Their experiences with diversified methodological strategies during their undergraduate studies allowed them to critically reflect about the gaps that, in their formative path as student-future teachers, left marks, fears, and anxieties in the processes of teaching and learning mathematical concepts and content, which need to be rethought in their pedagogical actions. [ABSTRACT FROM AUTHOR]