FORMAÇÃO DE PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS EM TESES BRASILEIRAS

• Autor(a) principal: Mumbach, Simone
• Data de Publicação: 2022
• Outros Autores: Heckler, Valmir, Guidotti, Charles dos Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/13379
• topic: Formação de professores; Matemática; Anos iniciais; Pesquisa qualitativa; Teses brasileiras; Teacher formation; Math; Early Years; Qualitative research; Brazilian theses; Formación de profesores; Matemáticas.; Primeros años; Investigación cualitativa; Tesis brasileñas

The article presents emerging insights from the analysis of thirty theses, guided by the question what is it that is shown, in Brazilian theses, about the continuing education of teachers who teach mathematics in the early years. Descriptive and with a hermeneutical phenomenological focus, the texts were analyzed in four aspects: the research question; the training process proposed throughout the research; final considerations; and the theorists who supported them. We registered the emergence of three final categories that are connected in a triad referring to the training processes: the teacher in training: when instigated to discuss and reflect on concepts, knowledge, beliefs and assumptions, he develops autonomy and gives new meaning to his practice; the practical aspects of training: it is potentially indicated that they are related to strategies that allow these discussions and reflections on the practice itself; and the formative experience that reflects the notoriety of sharing experiences and the importance of spaces-time that allow experiences, shared learning, accentuating feelings of belonging and trust in these subjects. We assume the three categories in a cyclical movement so that one is closely related to the other and both contribute to qualify the continuing education of teachers who teach mathematics in the early years.