Public policies on continuing education of teachers of elementary school’s first years in mathematics

• Autor(a) principal: Fanizzi, Sueli
• Data de Publicação: 2017
• Outros Autores: Santos, Vinício Macedo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648349
• topic: Teachers’ continuing education; Elementary school first years; Mathematic teaching; Public policies continued cycle; Formação continuada de professores; Anos iniciais do ensino fundamental; Ensino de Matemática; Ciclo contínuo de políticas públicas

This study investigates public policies on continuing education of elementary school’s first yearsMathematic teachers from São Paulo Municipal Education Department from 2005 to 2012, based onanalyses of documents, tracking of upbringing meetings, and interviews with teachers. Based on StephenBall’s ideas on public policies continued cycle we may say there is no immediate application of what isestablished in official documents, even when teachers appropriate and use educational guidance receivedin continued upbringing meetings. Between an educational official intent and the student apprenticeshipthere are different interpretations of official documents and actions, therefore provoking discontinuities.The conclusion is that the most adequate modality of continuing education is the one which providesteachers a space where their “voice”, constituted by the recontextualizations he makes of the curriculumand the teaching of Mathematics, is, in fact, considered.