A utilização do estojo de frações como recurso para formação continuada de professores
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Data
2019-02-27
Autores
Furtado, Glauce Cristina
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho reflete os resultados de uma pesquisa cuja preocupação é compreender as possibilidades e contribuições que um convite a um processo de autoformação por parte de professores que lecionam matemática pode trazer aos próprios professores e na melhoria de suas práticas e assim buscar ações com o propósito de colaborar com a área de formação de professores. Por meio de discussões amparadas em textos e de uma proposta de ensino utilizando um material concreto reunimos alguns professores dos primeiros anos do ensino fundamental, formados em Pedagogia, de uma escola pública do estado de São Paulo em conversas com a própria prática, pautadas na pedagogia crítica, com o propósito de criar um ambiente propício para o desenvolvimento profissional. O convite foi feito visando enriquecer o repertório matemático dos professores dos anos iniciais que ensinam matemática, mais precisamente em relação ao conteúdo de frações para que estes se sintam mais confortáveis para desenvolverem seu trabalho diante do seu alunado. Também procuramos reconhecer algumas possíveis lacunas na formação acadêmica inicial desses professores. Tendo como questão norteadora as possibilidades e contribuições que a utilização de um material concreto pode trazer a um grupo de professores, fazendo-os pensar, refletir, sobre o ensino de frações e se aprofundar neste estudo, e como a organização de um grupo de estudo com professores em uma escola pode influenciar em suas práticas e assim permitir uma autoformação coletiva de professores. Como resultado obtido nesse grupo houve uma ampliação do repertório matemático em relação a frações e os professores participantes demonstraram que através do material concreto suas aulas ganharam mais dinamismo e mediante ao grupo de estudo se tornaram mais seguros para ministrarem o conteúdo de frações em suas aulas. Ficou evidente que a formação inicial em pedagogia não é suficiente para suprir as carências do professor que ensina matemática. A pesquisa bibliográfica foi baseada em teses e dissertações que tratam das dificuldades de formação de professores que lecionam matemática. Foram feitas entrevistas com a intenção de conhecermos os participantes, suas formações, dificuldades e permitiram fazer uma reflexão sobre o processo ocorrido. Nosso intuito é criar oportunidades para que os professores criem e planejem suas atividades, facilitando a criação de situações envolvendo a matemática, que permitam que desenvolvam atitudes e pensamentos críticos.
This work reflects the results of a research whose concern is to understand the possibilities and contributions that an invitation to a process of self-formation by teachers who teach mathematics can bring to the teachers themselves and in the improvement of their practices and thus seek actions with the purpose to collaborate with teacher education. Through discussions based on texts and a proposal of teaching using a concrete material we gathered some teachers of the first years of elementary education, graduated in Pedagogy, from a public school in the state of São Paulo in conversations with the practice itself, based on critical pedagogy , with the purpose of creating an environment conducive to professional development. The invitation was made to enrich the mathematical repertoire of the teachers of the early years who teach mathematics, more precisely in relation to fractions so that they feel more apt and comfortable to develop their work before their student. We also sought to recognize some possible gaps in the initial academic formation of these teachers. Having as a guiding question the possibilities and contributions that the use of a concrete material can bring to a group of teachers, making them think, reflect on the teaching of fractions and deepen in this study, and how the organization of a study group with teachers in a school can influence their practices and thus allow a collective self-formation of teachers. As a result, in this group there was an expansion of the mathematical repertoire in relation to fractions and the participating teachers demonstrated that through the concrete material their classes gained more dynamism and through the study group they became more secure to minister the content of fractions in their classes. it became evident that the initial formation in pedagogy is not enough to fill the needs of the teacher who teaches mathematics. The bibliographical research was based on theses and dissertations that deal with the difficulties of training teachers who teach mathematics. Interviews were made with the intention of getting to know the participants, their formations, difficulties and allowed to reflect on the process that took place. Our aim is to create opportunities for teachers to create and plan their activities, facilitating the creation of mathematical situations that allow them to develop critical attitudes and thoughts.
This work reflects the results of a research whose concern is to understand the possibilities and contributions that an invitation to a process of self-formation by teachers who teach mathematics can bring to the teachers themselves and in the improvement of their practices and thus seek actions with the purpose to collaborate with teacher education. Through discussions based on texts and a proposal of teaching using a concrete material we gathered some teachers of the first years of elementary education, graduated in Pedagogy, from a public school in the state of São Paulo in conversations with the practice itself, based on critical pedagogy , with the purpose of creating an environment conducive to professional development. The invitation was made to enrich the mathematical repertoire of the teachers of the early years who teach mathematics, more precisely in relation to fractions so that they feel more apt and comfortable to develop their work before their student. We also sought to recognize some possible gaps in the initial academic formation of these teachers. Having as a guiding question the possibilities and contributions that the use of a concrete material can bring to a group of teachers, making them think, reflect on the teaching of fractions and deepen in this study, and how the organization of a study group with teachers in a school can influence their practices and thus allow a collective self-formation of teachers. As a result, in this group there was an expansion of the mathematical repertoire in relation to fractions and the participating teachers demonstrated that through the concrete material their classes gained more dynamism and through the study group they became more secure to minister the content of fractions in their classes. it became evident that the initial formation in pedagogy is not enough to fill the needs of the teacher who teaches mathematics. The bibliographical research was based on theses and dissertations that deal with the difficulties of training teachers who teach mathematics. Interviews were made with the intention of getting to know the participants, their formations, difficulties and allowed to reflect on the process that took place. Our aim is to create opportunities for teachers to create and plan their activities, facilitating the creation of mathematical situations that allow them to develop critical attitudes and thoughts.
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Palavras-chave
Educação matemática, Formação de professores, Ensino de frações, Mathematical education, Teacher education, Teaching of fractions