Formação continuada de professores de matemática de uma rede municipal de ensino : perspectivas para inovação na educação

Abstract

This PhD Thesis, under the Graduate Program in Education at the University of Caxias do Sul, within the Research Line "Educational Processes, Language, Technology, and Inclusion," investigates a continuing education program for Mathematics teachers working in the final years of elementary education in the Municipal School System of Flores da Cunha, RS, Brazil. The general objective was to analyze aspects of continuing education aimed at Mathematics teachers working with elementary school students, in order to develop pedagogical practices that enable innovation. The theoretical framework is based mainly on Paulo Freire (1996), António Nóvoa (2009, 2019, 2021, 2023), and Francisco Imbernón (2009), among other authors who support the proposed reflections. The research also draws on epistemological conceptions related to Mathematics teachers and everyday school life, based on the work of Fernando Becker (2012). A qualitative approach with an exploratory character was adopted, grounded in action research and a dialectical perspective. The research instruments included analysis of municipal educational documents and a continuing education program for Mathematics teachers, structured in two pedagogical components: a podcast and a study group. Data were produced through field diary records and analyzed using an approach inspired by the principles of Discursive Textual Analysis, following the assumptions of Moraes and Galiazzi (2007). The analysis of the empirical corpus led to the emergence of three categories: planning, Mathematics teacher, and innovation. The results indicate that the continuing education initiative contributed to critical reflection on pedagogical planning, promoting practices that support innovation and strengthen the professional identity of the participating teachers. The testimonies also reveal that continuing education, when aligned with the real teaching context and centered on teacher protagonism, has a significant impact on improving the quality of teaching and student learning in the final years of elementary education. Therefore, this dissertation argues that placing the teacher at the center of the formative process, through attentive listening and collaborative dialogue, constitutes an innovative action, enabling teachers to reflect on and reframe their practice alongside peers, fostering changes that enhance educational processes and promote innovation in education. Thus, the proposed continuing education for Mathematics teachers has proven to be a pedagogical innovation within the municipal education network of Flores da Cunha, standing out as a powerful formative experience with strong potential for becoming municipal public policy and being replicated and adapted to other educational contexts. [resumo fornecido pelo autor]