Formação continuada de professores que ensinam matemática: contribuições em sua prática docente a partir do engajamento na produção e desenvolvimento de cenários para investigação.

Abstract

Critical mathematics education presents concerns about mathematics education that relate to students' and teachers' foregrounds, dialog and learning, mathematics in action, mathematician ship, reflection, scenarios for investigation, the conditions in which mathematics teaching and learning take place, among others. The development of meaningful classroom activities that favor the construction of mathematical concepts and ideas is a recurring concern of critical mathematics education. Scenarios for investigation are pointed out as pedagogical possibilities in this sense. A scenario for investigation can be defined as a learning environment that provides students with opportunities to build their own conclusions, accepting the invitation to analyze situations and didactic problems having as principles the investigation, exploration, questioning and raising hypotheses and ideas. In this sense, this research intends to contribute to these discussions b y seeking to understand how teachers of the initial years of elementary school, engaged in a practice of continuing education, put into action the pedagogical work with scenarios for investigation in their teaching practice. Using a qualitative research approach, the data were produced from a continuing education practice aimed at teachers of the initial and final years of elementary school in the municipal network of a city in the south of Minas Gerais. As an instrument of data production, we used field notes of the observations made in the different stages of the training practice, audio recordings, the records made by the teachers in the follow-up notebook and in the final evaluation activity. For the analysis and organization of the data, the approach proposed by Yin was used and three themes were built from it: implications for teaching practice from the training course, factors that influence teacher engagement in practices focused on scenarios for investigation and obstruction of scenarios for investigation. The results indicate the importance of teachers experiencing scenarios for investigation during continuing education, of producing their own pedagogical material in this process and the need to discuss the mathematical content involved in the proposed activities. In addition, the results point to factors that influence teacher engagement in training practices focused on scenarios for investigation that are related to teacher acceptance in the activities and the incentives and participation of school management. Finally, we present the obstructions to the development of scenarios for investigation linked to the influence of the administrative, the lack of materials and resources and the lack of support from school management in the continuing education of teachers. These obstructions were elements that influenced the "putting into action" scenarios for research in teaching practice, but that made us reflect on which methodology is most appropriate for a continuing teacher education course, since continuing education needs to be pleasant for teachers and productive in knowledge.