Curso de formação continuada para professores em serviço: aprendizagem ativa de matemática no ensino fundamental

Abstract

Continuing teacher training is essential for improving teaching skills and valuing teachers. This dissertation investigates how active learning strategies can contribute to improving pedagogical practices in teaching mathematics in the early years of elementary school. The research was developed through a continuing education course for in-service teachers, in which active learning methodologies were applied that promote meaningful and participatory learning. The study is based on the theoretical frameworks of Paulo Freire, Jean Piaget and Perrenoud, who emphasize the importance of teacher leadership and critical reflection on pedagogical practices. The methodology used is qualitative, based on pedagogical intervention and content analysis, allowing us to understand the challenges and impacts of the strategies applied. The course was held with teachers from a municipal public school, through face-to-face meetings in which techniques such as the Flipped Classroom, Groups solving exercises in class, Last-minute reporting, Problem-based learning, Educational games and Collaborative challenge solving were addressed. The results indicate that the use of active learning strategies favors student engagement and expands learning possibilities, making mathematics more accessible and interesting. In addition, collaboration among teachers promoted the exchange of experiences and the development of new pedagogical practices. As an educational product, an e-book was created containing the teaching sequences applied and the results of the training, providing an accessible resource for replicating the strategies in different school contexts. The research reinforces the need to rethink teaching practices, integrating methodologies that value student participation and promote active learning. Continuing education, structured on innovative and collaborative practices, proved to be effective in improving the teaching of mathematics, standing out as an alternative to face the challenges of contemporary education. [resumo fornecido pelo autor]