RESEARCHES IN THE REAMEC JOURNAL ON THE CONTINUING EDUCATION OF TEACHERS WHO TEACH MATHEMATICS

• Autor(a) principal: Cruz, Debora Cristina Gerola da
• Data de Publicação: 2023
• Outros Autores: Gottardo, Alessandra Finco, Leite, Eliana Alves Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14713
• topic: Pesquisas; Formação continuada de professores na pandemia; Formação Inicial de Professores. Estágio Supervisionado. Professores que ensinam Matemática.; reamec; Research; Continuing training; Teachers who teach mathematics; REAMEC; Investigación; Formación continua; Profesores que enseñan matemáticas; REAMEC

This research aimed to identify and analyze studies published in REAMEC Magazine about the continuing education of teachers who teach mathematics. Therefore, in the theoretical foundation, some historical and conceptual aspects of the continuing education of teachers were discussed. Methodologically, this is a bibliographical study with a qualitative approach. In the research identification process, the descriptors “continuing education” and “teachers who teach mathematics” were used, analyzing the 19 editions of REAMEC journal, published in the years 2013 to 2021. Among the results, we have that: out of a total of 352 works, only six were about the continuing education of teachers who teach mathematics; The themes identified were Ethnomodeling, the contributions of PNAIC and PIBID, the methodological model of Espiral RePARe and the panorama of research on continuing education for teachers who teach mathematics in the early years of Elementary School, produced in Higher Education Institutions in Brazilian Legal Amazon; as for the methodological approach of the research, the qualitative one stands out the most; and, finally, regarding the research results, it is highlighted that the majority contemplates and defends training experiences that prioritize collaborative work and reflection on practice. It was verified the importance of the school to be the focus and locus of continuing education. It is hoped that the results of this study will contribute towards disseminating scientific productions from the Amazon region and to encourage studies and discussions on the demands and specificities of the continuing education of teachers who teach mathematics.