Formação continuada de professores de Matemática: processos formativos e possibilidades de ruptura

• Autor(a) principal: Lima, Mariza Antonia Machado de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10964
• topic: Políticas públicas; Formação continuada de professores de Matemática; Capital social; Capital cultural; Habitus; Ruptura; Public policy; Continuing education of teachers of Mathematics; Social capital; Cultural capital; Habitus; Break; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This work aims to investigate the actions of continuing education offered by government agencies, seeking to diagnose the limits and potential of these actions as facilitators of teaching, as well as identifying the relationships between these processes and the training needs of teachers about their educational practice. A qualitative study was conducted through the analysis of documents, relating to the shares of continuing education for teachers of Basic Education of the Public São Paulo, made available by a Board of Education of the Interior of St. Paul, on the site of the Secretary of State Education of São Paulo and in the archives of the researcher, and analysis of 43 (forty-three) questionnaires answered by mathematics teachers participating shares offered training and analysis of interviews with three of those teachers. The data analysis was performed by means of narratives told through the lives of the teachers interviewed formative taking as reference the concepts of Social Capital, Cultural Capital and Habitus of Pierre Bourdieu. The information contained in the questionnaires allowed profiling of mathematics teachers participating in the training activities offered and to identify perceptions about the actions of these teachers who participated. For analysis of the statements of teachers consider three categories: Motivations, Strengths and Weaknesses. The analysis of these categories identified that the professional performance, student learning and the salary issue have been the factors that has mobilized teachers to participate in continuing education activities, and that the training activities has enabled teachers knowledge curriculum, teaching, on evaluation, technology, and exchanging experiences. The analysis shows that in some ways the formative processes offered by public agencies, disruptive to the educational practice of mathematics teachers participating in these processes, as they are constituted as social spaces that allow the incorporation of cultural capital and production of new habitus. However, the testimonies reveal some weaknesses of these actions, since they are punctual, opportunities are not given to all teachers, are held in bulk and do not consider the reality of each school