A STATE OF KNOWLEDGE REGARDING CONTINUING EDUCATION FOR TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY SCHOOL IN THE BRAZILIAN LEGAL AMAZON

• Autor(a) principal: Vizolli, Idemar
• Data de Publicação: 2020
• Outros Autores: de Sá, Pedro Franco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11022
• topic: Educación. Entrenamiento continuo. Enseñar y aprender matemáticas. Primeros Años de la Escuela Primaria.; Educação. Formação continuada. Ensino e aprendizagem de Matemática. Anos Iniciais do Ensino Fundamental.; Education. Continuing education. Mathematics teaching and learning. Early Years of Elementary School.; Education; Continuing education; Mathematics teaching and learning; Early Years of Elementary School

This article results from a research linked to PROCAD - AMAZON, which develops integrated actions to qualify graduate education training in Pará, Tocantins and Rio Grande do Norte; and the broader project of the Doctoral Program of the Amazon Network of Science and Mathematics Teaching REAMEC, which is developing a study with the objective of mapping the research that theme the training of teachers in the Brazilian Legal Amazon (ALB). This study aims to build an overview with the research approaches that theme continuing education for teachers who teach Mathematics in the Early Years of Elementary School, produced in Higher Education Institutions located in the ALB. This is a bibliographic study, with a qualitative approach, in the scope of the state of knowledge, whose productions are found in the repository of the Capes Catalogue of Theses and Dissertations. We found 955 theses and 2312 dissertations, defended between 2015 and 2019. When refining the search from the titles, keywords and abstract, 01 (one) thesis and 07 (seven) dissertations were selected. When carrying out the analyses, there was a predominance of 05 (five) keywords, with prevalence in continuing education; that research sits on the teaching and learning processes of mathematics in the literacy cycle and/or specific mathematical objects and in the evaluation of Programs and Continuing Training Plans developed at ALB. The results reverberate the need for policies of continuous formation permanently, in order to meet the demands of humanized, localized training that contemplates the sociocultural richness of ALB.