Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática
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| 1. autor: | |
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| Data wydania: | 2025 |
| Format: | Doctoral thesis |
| Język: | por |
| Źródło: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10089 |
Streszczenie: | The Continuing Education of Teachers emerges as a space for critical reflection on the complexity of teaching practice and professional development. In this context, it is essential to prepare teachers for contemporary challenges and pedagogical knowledge, particularly regarding teaching methodologies. These elements lead to the primary research question: What contributions does a practical, reflective, and innovative continuing education program, based on active methodologies, offer to the teaching practice of Mathematics teachers in basic education? Accordingly, this study aimed to implement a Continuing Education Program in Active Methodologies for Mathematics Teachers in Basic Education, with the purpose of fostering pedagogical praxis and exploring, analyzing, and understanding how active methodologies, within the classroom context, are perceived by teachers and influence their practice. Furthermore, it sought to comprehend how teachers’ perceptions and conceptions of active methodologies directly impact their teaching practice. To this end, a Systematic Literature Review was conducted, utilizing the Capes Thesis and Dissertation Catalog, the Brazilian Digital Library of Theses and Dissertations, and the Capes Journal Portal as databases for scanning studies and understanding models of continuing teacher education in active methodologies. The study was grounded in theoretical frameworks that supported the design of the continuing education program, structured as a training course – an educational product – focusing on pedagogical intentionality, teachers' needs, collaborative construction, and reflection on teaching practice and the use of active methodologies. The objective was not merely to provoke isolated changes but to promote transformations consistent with the school context. The development of this educational product was based on the researcher’s professional experience, the application of active methodologies, a pilot study, and selected theoretical references. The training program, designed for Continuing Teacher Education in Active Methodologies, was implemented in four modules, distributed over ten hybrid sessions, involving ten Mathematics teachers from the public education system in a municipality in the interior of Mato Grosso. This qualitative and descriptive research investigated the training pathways and the teachers’ engagement with active methodologies in their daily classroom practices. The research methodology unfolded in two stages: the first during the implementation of the continuing education program and the second during the pedagogical advisory process conducted by the researcher, which took place both during and after the training, involving follow-up sessions with two Mathematics teachers who had completed the program. Four data collection instruments were employed: self-assessment questionnaires administered at each training stage; participant observation forms; semi-structured interviews with the teachers participating in the pedagogical advisory process; and a field journal maintained by the researcher responsible for conducting the training. Among the teachers analyzed, one notably innovated in their teaching by adopting active methodologies or variations thereof. It was inferred that the continuing education model provided, along with the pedagogical advisory sessions, was relevant, and that ongoing change was fostered through these post-training meetings. As a result, this study argues that the feasibility of the proposed training model for the development of teachers’ reflective practice contributes to the conceptualization and mastery of methodologies, as well as to fostering reflection on teaching practice, knowledge exchange, discussion of school routines, engagement, lesson planning and execution, and the sustainability of an innovative approach through collaborative and participatory construction. Thus, this doctoral thesis includes the educational product, the central focus of the study, which is available on the program’s webpage and website for educational products, as well as on the EduCapes Portal (http://educapes.capes.gov.br/handle/capes/972819). |