Educação matemática nos anos iniciais: repertórios profissionais da docência no contexto das políticas públicas do estado de São Paulo
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Data
2020-02-27
Autores
Barros, Regina Célia dos Santos Nunes
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa objetivou construir, de modo colaborativo, formas de mediação entre a pesquisadora e as professoras dos quintos anos dos anos iniciais do Ensino Fundamental, diretamente comprometidas com o desenvolvimento de repertórios profissionais da docência, tendo como alicerce as políticas públicas propostas – EMAI (Educação Matemática para os Anos Iniciais), AAP (Avaliação de Aprendizagem em Processo) e SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo) - para este segmento de escolarização da Educação Básica. Inicialmente, as professoras participantes selecionaram, a partir da plataforma digital Foco Aprendizagem, a habilidade matemática em que os alunos apresentaram menores índices de acertos diante das questões propostas na prova de matemática no SARESP de 2016, que envolviam a demonstração da aprendizagem da habilidade. Neste sentido, foi selecionada a habilidade H04, definida por reconhecer diferentes representações de um mesmo número racional, para ser o fio condutor desta pesquisa. Após a seleção da citada habilidade, nas diversas reflexões e estudos, posteriormente, realizados, desenvolvemos, com as professoras, alguns repertórios profissionais da docência a respeito da decomposição em retrospectiva de H04 e do planejamento de estratégias de ensino e de aprendizagem, a partir de uma perspectiva sequencial e hierárquica, de habilidades intermediárias e constituintes de H04. Para tanto, este trabalho foi desenvolvido em 6 fases. Na 1ª fase caracterizamos as professoras participantes da pesquisa em relação à vida profissional, e às políticas públicas educacionais vigentes. Na fase seguinte, pontuamos os repertórios profissionais iniciais da docência, das professoras participantes, a partir das análises das atividades. diretamente relacionadas com o EMAI. Nesse período, foi oferecido a elas, oportunidades de caracterizar seus repertórios, partindo da organização de alguns planejamentos e análises de atividades presentes no currículo. Na 3ª fase, realizamos o planejamento de atividades, de forma coletiva e sistemática, que seriam objeto da primeira filmagem. Posteriormente, investigamos as possibilidades de construção conjunta de repertórios profissionais da docência, a partir das análises efetuadas dos episódios selecionados, com as professoras, relativos à realização da primeira filmagem. Na 5ª fase, fizemos o planejamento da segunda atividade que seria filmada. E, na última fase, finalizamos a investigação quanto às possibilidades da construção conjunta de repertórios profissionais da docência, traçando uma comparação dos dois momentos filmados. Na etapa final, destacamos três ações essenciais que permearam as reflexões e constituem os repertórios profissionais da docência que merecem destaque: 1) decompor habilidade vinculada com itens (questões com elevados índices de erros); 2) planejar sequências didáticas, a partir da consideração de habilidades intermediárias, dispostas de modo sequencial e hierárquico, em relação à uma habilidade principal; e, 3) analisar, discutir e prospectar dimensões de aprimoramento na atuação, sequencial e pré-planejada, a partir da análise de episódios da própria atuação da professora em sala de aula. Durante todo o percurso realizado, oferecemos às docentes recursos para que pudessem reorientar a sua atuação pedagógica, através da socialização de propostas de trabalho, elaboradas por elas. Também sugerimos algumas características de práticas profissionais docentes que permitiriam, às profissionais da educação, encontrarem neste trabalho um apoio, pois, aprimoraram algumas reflexões a respeito das políticas públicas vigentes até a presente data. O modelo de interação adotado, entre a pesquisadora e as três professoras, permitiu constatar que foram proporcionadas condições estimadas oficialmente como formativas e vinculadas às políticas públicas existentes para os anos iniciais do Ensino Fundamental. Finalmente, defendemos a tese de que a proposição de interações, previamente planejadas, com professores, que lecionam matemática para os alunos dos quintos anos do Ensino Fundamental, tendo como suporte as habilidades e competências definidas no currículo, proposto pela Secretaria da Educação do Estado de São Paulo – SEE/SP – através do projeto EMAI – podem colaborar para o desenvolvimento de repertórios profissionais da docência dos professores envolvidos, bem como, na aprendizagem dos seus respectivos alunos.
This research aimed to build, in a collaborative way, forms of mediation between the researcher and the teachers of the fifth years of the early years of elementary school, directly committed to the development of professional teaching repertoires, having as basis the proposed public policies - EMAI (Education Mathematics for the Early Years), AAP (Process Learning Assessment) and SARESP (São Paulo State School Performance Assessment System) - for this Basic Education schooling segment. Initially, the participating teachers selected, from the Focus Learning platform, the mathematical skill in which students had lower success rates in view of the questions proposed in the math test at SARESP 2016, which involved demonstrating skill learning. In this sense, the H04 skill was selected, defined by recognizing different representations of the same rational number, to be the guiding thread of this research. After selecting the aforementioned skill, in the various reflections and studies that were subsequently carried out, we developed, with the teachers, some professional repertoires of teaching regarding the H04 retrospective decomposition and the planning of teaching and learning strategies, starting from a sequential and hierarchical perspective, of intermediate skills and constituents of H04. Therefore, this work was developed in 6 phases. In the 1st phase, we characterized the teachers participating in the research in relation to professional life, and to current public educational policies. In the next phase, we scored the initial professional repertoires of teaching by the participating teachers, based on the analysis of the activities. directly related to EMAI. During this period, they were offered opportunities to characterize their repertoires, starting from the organization of some planning and analysis of activities present in the curriculum. In the 3rd phase, we carry out the planning of activities, collectively and systematically, that would be the subject of the first filming. Subsequently, we investigated the possibilities of jointly building professional repertoires of teaching, from the analyzes carried out of the selected episodes, with the teachers, related to the realization of the first filming. In the 5th phase, we planned the second activity that would be filmed. And, in the last phase, we finished the investigation regarding the possibilities of jointly building professional teaching repertoires, drawing a comparison of the two moments filmed. In the final stage, we highlight three essential actions that permeated the reflections and constitute the professional repertoires of teaching that deserve to be highlighted: 1) decompose skill linked with items (questions with high error rates); 2) planning didactic sequences, considering intermediate skills, arranged sequentially and hierarchically, in relation to a main skill; and, 3) analyze, discuss and prospect dimensions of improvement in performance, sequential and pre-planned, based on the analysis of episodes of the teacher's own performance in the classroom. Throughout the course, we offer teachers resources so that they can reorient their pedagogical performance, through the socialization of work proposals, developed by them. We also suggest some characteristics of professional teaching practices that would allow education professionals to find support in this work, as they have improved some reflections regarding public policies in force until the present date. The interaction model adopted, between the researcher and the three teachers, made it possible to verify that conditions that were officially estimated as formative and linked to the existing public policies for the initial years of Elementary School were provided. Finally, we defend the thesis that the proposition of interactions, previously planned, with teachers, who teach mathematics to the students of the fifth years of Elementary School, having as support the skills and competences defined in the curriculum, proposed by the Secretary of Education of the State of São Paulo - SEE / SP - through the EMAI project - can collaborate for the development of professional teaching repertoires of the teachers involved, as well as in the learning of their respective students.
This research aimed to build, in a collaborative way, forms of mediation between the researcher and the teachers of the fifth years of the early years of elementary school, directly committed to the development of professional teaching repertoires, having as basis the proposed public policies - EMAI (Education Mathematics for the Early Years), AAP (Process Learning Assessment) and SARESP (São Paulo State School Performance Assessment System) - for this Basic Education schooling segment. Initially, the participating teachers selected, from the Focus Learning platform, the mathematical skill in which students had lower success rates in view of the questions proposed in the math test at SARESP 2016, which involved demonstrating skill learning. In this sense, the H04 skill was selected, defined by recognizing different representations of the same rational number, to be the guiding thread of this research. After selecting the aforementioned skill, in the various reflections and studies that were subsequently carried out, we developed, with the teachers, some professional repertoires of teaching regarding the H04 retrospective decomposition and the planning of teaching and learning strategies, starting from a sequential and hierarchical perspective, of intermediate skills and constituents of H04. Therefore, this work was developed in 6 phases. In the 1st phase, we characterized the teachers participating in the research in relation to professional life, and to current public educational policies. In the next phase, we scored the initial professional repertoires of teaching by the participating teachers, based on the analysis of the activities. directly related to EMAI. During this period, they were offered opportunities to characterize their repertoires, starting from the organization of some planning and analysis of activities present in the curriculum. In the 3rd phase, we carry out the planning of activities, collectively and systematically, that would be the subject of the first filming. Subsequently, we investigated the possibilities of jointly building professional repertoires of teaching, from the analyzes carried out of the selected episodes, with the teachers, related to the realization of the first filming. In the 5th phase, we planned the second activity that would be filmed. And, in the last phase, we finished the investigation regarding the possibilities of jointly building professional teaching repertoires, drawing a comparison of the two moments filmed. In the final stage, we highlight three essential actions that permeated the reflections and constitute the professional repertoires of teaching that deserve to be highlighted: 1) decompose skill linked with items (questions with high error rates); 2) planning didactic sequences, considering intermediate skills, arranged sequentially and hierarchically, in relation to a main skill; and, 3) analyze, discuss and prospect dimensions of improvement in performance, sequential and pre-planned, based on the analysis of episodes of the teacher's own performance in the classroom. Throughout the course, we offer teachers resources so that they can reorient their pedagogical performance, through the socialization of work proposals, developed by them. We also suggest some characteristics of professional teaching practices that would allow education professionals to find support in this work, as they have improved some reflections regarding public policies in force until the present date. The interaction model adopted, between the researcher and the three teachers, made it possible to verify that conditions that were officially estimated as formative and linked to the existing public policies for the initial years of Elementary School were provided. Finally, we defend the thesis that the proposition of interactions, previously planned, with teachers, who teach mathematics to the students of the fifth years of Elementary School, having as support the skills and competences defined in the curriculum, proposed by the Secretary of Education of the State of São Paulo - SEE / SP - through the EMAI project - can collaborate for the development of professional teaching repertoires of the teachers involved, as well as in the learning of their respective students.
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Palavras-chave
Formação docente, SARESP, AAP, EMAI, Teacher training