A formação de professores em modelagem Matemática: Contribuições para a reflexão da prática profissional”

• Ano de defesa: 2023
• Autor(a) principal: Lozorio, Andressa Côco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Formação continuada de professores; Ressignificação de práticas; Modelagem Matemática; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17268

This text presents research based on Mathematical Modeling, based on the assumptions of Critical Mathematics Education. The work falls within the field of continuing training for teachers who teach Mathematics in the final years of Elementary School. The study aimed to analyze how a continuing education course, focusing on Mathematical Modeling, could give new meaning to the teaching practices of a group of Mathematics teachers in the city of Castelo-ES. The course of the research methodology included a qualitative approach. The focus group technique was the approach chosen with the support of a question guide and field diary. Regarding the theme, audio and video recording instruments were used for the eight training meetings with the focus group. The analysis of this material took place through the transcription of the speeches and observations of the teachers who structured the corpus of work, based on the theory of Content Analysis proposed by Bardin in which categories emerged relating to initial training and Modeling, its insertion into practice of teaching, as well as its correlation with teaching, the possibility of contextualization with reality and the redefinition of teaching practice that does not compromise compliance with the school curriculum and demands well-designed planning so that the programmatic contents are fulfilled by stimulating or mediating knowledge and literacy under the social understanding of Mathematics. The results of the continuing education course showed that of the nine participating teachers, only two knew and used Mathematical Modeling as a teaching practice. What they wanted when participating in the training was to resolve their curiosity about the topic and practical examples of how to teach Mathematics in the classroom, since the usual methodology is not attractive to students due to the use of expository classes and solving exercises. Thus, it was possible to infer that the continuing education course contributed to reflection on the different methodologies adopted in its classes, finding in Mathematical Modeling a methodological alternative that can provide an improvement in the teaching and learning process of Mathematics with more dynamic and meaningful classes. However, teachers were stuck with the content-based approach, which was an obstacle to the implementation of the socio-critical perspective via continued training.