Formação continuada em matemática: aprendizagem ativas nos anos iniciais do ensino fundamental

Abstract

This dissertation presents research on continuing education for teachers who work in the early years of elementary school at a private school in the city of Caxias do Sul - RS. The research sought to answer the following question: How can continuing education in Mathematics, focusing on active learning strategies, contribute to the professional trajectory of participating teachers, providing better learning conditions for students in the early years of elementary school? To answer it, the objective was to plan, carry out and evaluate a continuing education course, promoted from April to June 2018, in which activities were proposed that related theory and practice, providing participating teachers, moments of reflection and discussion on pedagogical practice. As theoretical support, we sought works by Freire and Dewey, among others, which contributed to the planning and realization of the course "Continuing Education in Mathematics: active learning in the early years of Elementary Education", in which the research was carried out to obtain and subsequent analysis of results. The analysis carried out showed that the training was successful, also recognized by the teachers who participated in the course, especially because it made possible the (re)structuring of pedagogical practices aiming at teaching and learning Mathematics, of the respective students of the initial years of Elementary School. It was possible to observe that the course carried out, with the application of active learning strategies in the classroom, in addition to increasing the interest and enthusiasm of the participating teachers during the performance of the promoted activities, contributed to answer the teachers' doubts, in terms of Mathematics content, considering the lack of specific training in this area [ resumo fornecido pelo aluno].