Formação continuada de professores que ensinam matemática no primeiro ciclo : análise do projeto de estudos e intervenções pedagógicas em uma escola pública de Cáceres-MT

• Ano de defesa: 2018
• Autor(a) principal: Tomazeli, Lenir
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação continuada; Educação matemática; Ensino-aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Continued formation; Mathematics education; Teaching-learning
• Link de acesso: http://ri.ufmt.br/handle/1/6391

The purpose of this study is the continued formation, specially politic of continued formation of Mato Grosso State named Project of Studying and Pedagogic Intervation (PEIP). This Project was implemented in 2016, predicting studying and projects with a vew to overcoming difficulties of students in the outside and inside evaluations of Portuguese and Mathematic, focus on the necessities of the students learning. We looking for answering specially the following question: “how the continued formation PEIP was understood, developed and evaluated by teachers that teach mathematic in the first cycle in a state school in Cáceres- MT”.Our purpose consist in to analyze how the teachers understood, developed and avaluated the actions that involved the mathematic learning in the PEIP. We still intend to identify the perception of the teachers about theoretical studies realized; comprehend how were the relationship established between the outside and inside evaluations and the actions of the PEIP; to identify how the teachers relationship with the studies and the projects realized in the PEIP with their formative needs as like the students and identify how were the doubts, the conflicts and the learning presented by the teachers in the participation of the continued formation PEIP. The search characterize in the qualitative perspective of the kind case studying, to referred by André (1995), Ludke and André (1986), Gonzáles Rey (2015) and Fioretini and Lorenzato (2012). Among the main theorical contributions we emphasize Gatti and Barreto (2009), Imbernóm (2010) and Fiorentini and Nacarato (2005) in the discussions about continued formation and D’Ambrósio (1993, 1996), Fiorentini (1995), Chacón (2003), Nacarato (2013), Darsie (1999), Palma (2011), Palma and Darsie (2013), Moura (2002, 2007, 2011) and Moretti (2015) in the discussions about the teaching-learning process of mathematics. The research was realized with five literacy teachers in a state school in Cáceres- MT. For the production of the data we used interviews, daily notebook, observations, students notebooks, evaluated record notebooks, plannings, etc, The results indicate that the teachers understood the PEIP like an technicalist formation, because was used a dynamic that favored neither the protagonism of the teachers nor possibilited the strengthening of the school as formation locus, because was in and not from the school. The PEIP, was marked by a series of unfinished actions and that was disregard their formative necessities, contradicting their expectations, causing negative evaluation of the continued formation. It denoted disrespect about the time and efforts engaged in the accomplishment of the formation. We emphasize that the PEIP, linked to the Diagnostic Evaluation of the Public Teaching of Mato Grosso (ADEPE-MT), whose results were not compatible with the inside evaluation did in the first cycle, specially of the mathematics because the complexity of the evaluation considering that the objectives and conceptions of the teaching-learning of the teachers do not coincide with the State Secretary of Education of Mato Grosso (SEDUC), it presented one more tentative of control that is taught in the school. In the face of all these conflicts and own difficulties of the model of thecnicalist formation, the teachers lived the doubt about to opt between do a formation that do not agree or to be prejudiced in the classes assignment.