Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática
Gorde:
| Egile nagusia: | |
|---|---|
| Argitaratze data: | 2025 |
| Formatua: | Doctoral thesis |
| Hizkuntza: | por |
| Baliabidea: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10089 |
Gaia: | 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). |
| _version_ | 1871607641611960320 |
|---|---|
| author | Oliveira, Adriana Tenir Egéa de |
| author_browse | Oliveira, Adriana Tenir Egéa de |
| author_facet | Oliveira, Adriana Tenir Egéa de |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Oliveira, Adriana Tenir Egéa de |
| dc.contributor.none.fl_str_mv | Trentin, Marco Antônio Sandini |
| dc.date.none.fl_str_mv | 2025-02-28 2026-03-18T16:21:50Z 2026-03-18 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.uri.fl_str_mv | OLIVEIRA, Adriana Tenir Egéa de. Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática. 2025. 297 f. Tese (Doutorado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, 2025. https://repositorio.upf.br/handle/123456789/10089 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Ensino de Ciências e Matemática Instituto de Humanidades, Ciências, Educação e Criatividade |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Professores - Formação Professores de matemática Ensino - Metodologia Educação básica Inovações educacionais Ciências Exatas e da Terra::Matemática |
| dc.title.none.fl_str_mv | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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). |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_bff7ccc66d2f9b62fcdccb8c772e2549 |
| identifier_str_mv | OLIVEIRA, Adriana Tenir Egéa de. Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática. 2025. 297 f. Tese (Doutorado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, 2025. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/10089 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Ensino de Ciências e Matemática Instituto de Humanidades, Ciências, Educação e Criatividade |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemáticaProfessores - FormaçãoProfessores de matemáticaEnsino - MetodologiaEducação básicaInovações educacionaisCiências Exatas e da Terra::MatemáticaThe 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).A Formação Continuada de Professores emerge como um espaço de reflexão crítica sobre a complexidade da ação docente e a formação profissional. Diante disso, é preciso preparar o professor para os desafios contemporâneos e para o conhecimento pedagógico, sobretudo a respeito das metodologias de ensino. Esses elementos levam à questão principal da pesquisa: Quais contribuições a prática docente do professor de Matemática da educação básica são ofertadas por um curso de formação continuada prática, reflexiva e inovadora apoiadas no uso das metodologias ativas? Diante disso, este trabalho objetivou implementar uma Formação Continuada em Metodologias Ativas para Professores de Matemática da Educação Básica, com o intuito de fomentar a práxis pedagógica e explorar, analisar e compreender de que modo as metodologias ativas, no contexto da sala de aula, são percebidas pelo professor e o impactam. Buscou-se, ainda, entender como as percepções dos professores e as suas concepções em metodologias ativas impactam diretamente no fazer docente. Para tanto, foi realizada uma Revisão Sistemática de Literatura, a qual tomou como base de dados o Catálogo de Teses e Dissertações da Capes, a Biblioteca Digital Brasileira de Teses e Dissertações e o Portal de Periódicos da Capes para a varredura dos trabalhos e compreensão dos modelos de formação continuada de professores em metodologias ativas. Buscou-se subsídios teóricos que fundamentaram a elaboração da formação continuada na forma de um curso de formação - produto educacional - com foco na intencionalidade pedagógica, nas necessidades dos professores, na construção colaborativa e na reflexão sobre a prática pedagógica e uso das metodologias ativas, a fim de provocar não apenas mudanças pontuais, mas transformações coerentes com o contexto escolar. A produção baseou-se na experiência profissional da pesquisadora, na abordagem das metodologias ativas, em um estudo piloto e nos referenciais teóricos selecionados. O produto educacional, voltado à Formação Continuada de Professores com metodologias ativas, foi implementado em quatro módulos, distribuídos em 10 encontros híbridos, envolvendo 10 professores de Matemática da rede pública de um município do interior de Mato Grosso. Para esta pesquisa, de cunho qualitativo e descritivo, investigou-se os percursos formativos e a aproximação dos professores com as metodologias ativas em suas práticas diárias em sala de aula. A metodologia de pesquisa se desencadeou em duas partes, sendo a primeira no momento da aplicação da formação continuada e, num segundo momento, durante a realização da assessoria pedagógica constituída pela pesquisadora, no decorrer e após a formação continuada, no acompanhamento de dois professores de Matemática egressos da formação. Foram utilizados quatro instrumentos de produção de dados: questionário de autoavaliação realizados em cada etapa formativa; formulários de observação dos participantes; entrevistas semiestruturadas com os professores participantes da assessoria pedagógica e o diário de campo elaborado pela pesquisadora responsável pela aplicação da formação. Entre os docentes investigados, um dos professores tornou suas aulas inovadoras, adotando as metodologias ativas ou variações delas. Inferimos que o modelo de formação continuada ofertada e as assessorias realizadas foram pertinentes e a mudança contínua se deu com a presença desses encontros pós-formação. Como resultado, defendemos a tese de que a viabilidade da proposta formativa para o desenvolvimento da prática reflexiva do professor contribui para a conceituação e domínio metodológico, além de fomentar a reflexão sobre a prática docente, trocas e novas experiências, discussão da rotina escolar, o engajamento, o planejamento e execução das aulas para sustentar e potencializar uma abordagem inovadora junto do incentivo à construção colaborativa e participativa. Assim, esta tese inclui o produto educacional, foco central do estudo, disponível na página e no site do programa para produtos educacionais e no Portal EduCapes (http://educapes.capes.gov.br/handle/capes/972819).Universidade de Passo FundoBrasilUPFPrograma de Pós-Graduação em Ensino de Ciências e MatemáticaInstituto de Humanidades, Ciências, Educação e CriatividadeTrentin, Marco Antônio SandiniOliveira, Adriana Tenir Egéa de2026-03-18T16:21:50Z2026-03-182025-02-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfOLIVEIRA, Adriana Tenir Egéa de. Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática. 2025. 297 f. Tese (Doutorado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, 2025.https://repositorio.upf.br/handle/123456789/10089porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2026-03-19T03:01:45Zoai:repositorio.upf.br:123456789/10089Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102026-03-19T03:01:45Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática Oliveira, Adriana Tenir Egéa de Professores - Formação Professores de matemática Ensino - Metodologia Educação básica Inovações educacionais Ciências Exatas e da Terra::Matemática |
| status_str | publishedVersion |
| title | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| title_full | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| title_fullStr | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| title_full_unstemmed | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| title_short | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| title_sort | Formação continuada de professores e as metodologias ativas: um percurso formativo e de reflexões à docência em matemática |
| topic | Professores - Formação Professores de matemática Ensino - Metodologia Educação básica Inovações educacionais Ciências Exatas e da Terra::Matemática |
| url | https://repositorio.upf.br/handle/123456789/10089 |