Formação continuada de professores dos anos iniciais do Ensino fundamental no contexto remoto: um olhar para processos de objetivação em tarefas de generalização de padrões

• Autor(a) principal: OLIVEIRA, Zaine Hete Ribeiro de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9433
• topic: Ensino-aprendizagem; Ensino de matemática; Álgebra; Formação de professores; Formação continuada; Ensino fundamental; CIENCIAS HUMANAS::EDUCACAO

Aiming at the development of algebraic thinking, the Common National Curricular Base as one of the documents that govern the curriculum of Brazilian education introduces algebra as a thematic unit to be worked since the early years of elementary school. A curricular reform that dates back less than a decade, the official documents of education guide the articulation between the objects of study to be worked on in the basic education curriculum and teacher training. In this perspective, regarding the knowledge of teachers for the teaching of algebra in the early years, studies point out the weaknesses of many teachers in the domain of this knowledge, which indicates the importance of the urgency of the promotion of continued education that aims at algebra as an object of study. Thus, this research was based on participant observation of a continuing education program for teachers who teach algebra in the early years of elementary school, theoretically and methodologically anchored in the Objectivation Theory. Based on the theoretical assumptions of the Objectivation Theory, this research sought to identify evidence of objectification processes experienced by teachers who teach algebra in the early years in the remote context of a continuing education. For this purpose, we analyzed the ideas about algebra and algebraic thought revealed by the teachers through an electronic questionnaire applied during the pre-training and participant observation of the meetings with the teachers in the small group of the training. It was found that, in contact with the tasks involving the generalization of patterns in sequences, despite not presenting the materialization of algebraic thinking itself, the teachers experienced the processes of objectification, with respect to the idea of algebraic thinking in the light of TO, the distinction between the definitions of algebraic generalization and arithmetic generalization, as well as the notions of repetitive sequence and growth. It was also observed the mobilization of subjectivation processes in the moments in which the teachers interact in groups, demonstrate characteristics such as empathy, solidarity and care for the other.