Matemática na prática: uma proposta de formação continuada para professores dos anos iniciais do ensino fundamental

Abstract

This study focuses on contributing to the improvement of the teaching practice of teachers who work in elementary school, from the perspective of continued training in Mathematics. The target audience of this research was teachers who have basic training in Primary Teaching and/or Graduation in Pedagogy and who work in classes from the Elementary Schools of the Municipal Education Network (RME in Portuguese) of Caxias do Sul. The instruments used to collect data were an initial diagnostic questionnaire, which served to outline, give shape and content to the course and to the activities to be developed, as well as the didactic plans produced, the activities promoted, participation in virtual learning games, collaborative digital wall, in addition to the questionnaire on the reading and also the written reports in a reflexive-critical-discursive way about the activities performed and the knowledge learnt. The analysis of data from the diagnostic questionnaire is represented using descriptive statistics and expressed in the form of a text with appropriate perceptions. The materials produced during the course, as long as the activities developed and the descriptive-reflective records, prepared at the end of meetings, were analyzed under the Textual Discursive Analysis (ATD in Portuguese). The theoretical support used in the research consists of the conceptions of Mathematics Education defended by Ubiratan D'Ambrósio, translated into the proposal of continuing training, especially characterized by Francisco Imbernón, and in the light of BNCC (BRASIL, 2017) and BNC-Training Continued (BRASIL, 2020). Based on the course developed, it was possible to conclude that the proposal implementation was possible through the culmination of some relevant factors: training planning based on the real needs identified within the target audience; adoption of different strategies and resources with easy access and handling; selection of practical and playful activities; engaged, dedicated and committed participants; and valuing their experiences and potentials. Furthermore, it is noteworthy that Mathematics Education played a relevant role in this result, as it allowed that participants saw mathematical knowledge from other angles, and it made the difference for them. [resumo fornecido pelo autor]