Repercussions of a continued distance training course in Mathematics in the distance view of the participants

• Autor(a) principal: Oliveira Filho, Vicente Henrique de
• Data de Publicação: 2018
• Outros Autores: Santos, Gilberto Tavares dos =
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1345
• topic: Formação Continuada de Professores; Formação a Distância; Identidade Profissional Docente; ; Ensino e Aprendizagem da Matemática; Continuing Teacher Training; Continuing Education at a Distance; Teaching Professional Identity; Math’s Teaching and Learning

This article presents the results of a research that evaluated the repercussions of a distance learning math course as continuing teacher training in the early years of elementary school. Eighteen interviewed teachers attended the research. To collect the data, questionnaires, semi-structured interviews, documents related to the course carried out, and memorials built by the teachers throughout the training were used. To analyze the data collected, we used the Discursive Textual Analysis, by Moraes and Galiazzi (2011), outlined in four stages: organization of the corpus, unitization of the elements of meaning, definition of categories and production of metatext. From the elaborated analysis, two categories of importance emerged, entitled Qualification of the pedagogical practice and Improvement of the initial formation. The results showed that the continuous training course contributed to qualify the teachers' training and their pedagogical practice. In this sense, the importance of promoting formative and socializing spaces of knowledge is highlighted, aiming at a formation that integrates and articulates different knowledge and, at the same time, admits the singularities of the subjects in their formation process.