CONTINUING TRAINING IN THE LIGHT OF ETHNOMODELING: CONSTRUCTION OF A TEACHING PROPOSAL WITH TEACHERS WHO TEACH MATHEMATICS IN FUNDAMENTAL EDUCATION

• Autor(a) principal: Eça, José Lucas Matias de
• Data de Publicação: 2021
• Outros Autores: Peixoto, Jurema Lindote Botelho, Madruga, Zulma Elizabete de Freitas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/11384
• topic: Ethnomodelling; Ethnomathematics; Mathematical Modelling; Professional development; Etnomodelagem; Etnomatemática; Modelagem Matemática; Desenvolvimento profissional; Etnomodelado; Etnomatemáticas; Modelo matematico; Desarrollo profesional

This research aims to investigate the possible theoretical implications of Ethnomodelling in a construction of a teaching proposal developed by teachers who teach mathematics in elementary school. As a theoretical basis, the approaches of Mathematical Modelling, Ethnomathematics and Ethnomodelling were used to elaborate the training process, based on the concept of professional development. The qualitative method and the case study were chosen as the type of research. Eleven teachers from the final years of Elementary School of the Education System of the municipality of Taperoá-BA participated in this study. The training was carried out in six moments / shifts of four hours each, totaling 24 hours. As instruments of data production, the field diary, audio recording, observation and a teaching proposal were used. For the analysis of data production, two of the 4 (four) elaborated proposals were selected. Aspects emerged from the analysis that meet the dialogical approach, an important concept of Ethnomodelling. The results pointed to significant contributions of training, since an environment that fostered the learning and professional development of teachers in service, who deal with students from rural areas and experience situations that can be explored in the classroom, was promoted in order to recognize, preserve, legitimize and value knowledge not covered by school curricula.