As relações sociológicas no desenho da política de formação contínua e seu papel na constituição do conhecimento pedagógico sobre cálculo mental
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2021-08-18
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo tem por objetivo explicitar aspectos da estruturação de políticas de formação que podem promover a apropriação do conhecimento pedagógico sobre o ensino do Cálculo Mental a partir do desenvolvimento da autonomia dos profissionais da rede nas diferentes instâncias que a compõem. Partindo do Modelo de Reprodução e Transformação Cultural e do Modelo do Discurso Pedagógico de Basil Bernstein, a pesquisa foi desenvolvida a partir de perspectiva quali-quantitativa e da metodologia de investigação-ação. Articulados ao referencial teórico-metodológico sociológico, o conceito de comunidade de aprendizagem de Lee Schulman e conceitos que embasam o ensino do Cálculo Mental a partir de Cecília Parra promoveram o aporte teórico que fundamentou as análises desta tese. A investigação-ação desenvolvida em uma rede municipal de ensino da grande São Paulo contou com a participação de duas formadoras em didática específica da matemática e todos os coordenadores pedagógicos da rede. A coleta e construção de dados envolveu, em duas etapas, a realização de entrevistas semiestruturadas com formadoras e gestores escolares, aplicação de questionários com questões abertas e fechadas aos coordenadores pedagógicos, além de dados colhidos a partir da observação dos momentos de planejamento e desenvolvimento das práticas. Os resultados do processo investigativo sugerem um aumento no reconhecimento da importância sobre a escola como espaço formativo, a partir da ação do coordenador pedagógico e maior apropriação dos conhecimentos pedagógicos sobre o ensino do cálculo mental. Apontam, ainda, para a necessidade de criação de uma visão comum sobre as práticas pedagógicas e formativas desenvolvidas no nível da rede, com base na criação de uma linguagem externa de descrição formulada na perspectiva de um trabalho colaborativo, considerando responsabilidades e papeis dos diferentes atores e instâncias que envolvem o fazer formativo em cada sistema de ensino.
This research aims to explain aspects of the structuring of training policies that can promote the appropriation of pedagogical knowledge on the teaching of Mental Calculus based on the development of autonomy of the teaching network professionals in the different instances that compose it. Based on the Model of Cultural Reproduction and Transformation and the Pedagogical Discourse Model of Basil Bernstein, the research was developed from a quali-quantitative perspective and the methodology of investigation-action. Linked to the sociological theoretical-methodological framework, Lee Schulman's concept of learning community and Cecília Parra’s concepts that support the teaching of Mental Calculus promoted the theoretical contribution that founded the analysis of this thesis. The investigation-action developed in a municipal education network in the greater São Paulo had the participation of two trainers in specific mathematics didactics and all the network's pedagogical coordinators. Data collection and construction involved, in two stages, semi-structured interviews with trainers and school managers, questionnaires was conducted with open and closed questions to the pedagogical coordinators, in addition to data collection from the observation of the planning and development moments of the practices. The results of the investigative process The results of the investigative process suggest an increase in the recognition of the importance of the school as a training space, from the action of the pedagogical coordinator and greater appropriation of pedagogical knowledge about the teaching of mental calculus. They also point to the need of creating a shared vision on the pedagogical and training practices developed at the teaching network level, based on the creation of an external language of description formulated in the perspective of a collaborative work, considering the responsibilities and roles of the different actors and instances that involve training in each education system.
This research aims to explain aspects of the structuring of training policies that can promote the appropriation of pedagogical knowledge on the teaching of Mental Calculus based on the development of autonomy of the teaching network professionals in the different instances that compose it. Based on the Model of Cultural Reproduction and Transformation and the Pedagogical Discourse Model of Basil Bernstein, the research was developed from a quali-quantitative perspective and the methodology of investigation-action. Linked to the sociological theoretical-methodological framework, Lee Schulman's concept of learning community and Cecília Parra’s concepts that support the teaching of Mental Calculus promoted the theoretical contribution that founded the analysis of this thesis. The investigation-action developed in a municipal education network in the greater São Paulo had the participation of two trainers in specific mathematics didactics and all the network's pedagogical coordinators. Data collection and construction involved, in two stages, semi-structured interviews with trainers and school managers, questionnaires was conducted with open and closed questions to the pedagogical coordinators, in addition to data collection from the observation of the planning and development moments of the practices. The results of the investigative process The results of the investigative process suggest an increase in the recognition of the importance of the school as a training space, from the action of the pedagogical coordinator and greater appropriation of pedagogical knowledge about the teaching of mental calculus. They also point to the need of creating a shared vision on the pedagogical and training practices developed at the teaching network level, based on the creation of an external language of description formulated in the perspective of a collaborative work, considering the responsibilities and roles of the different actors and instances that involve training in each education system.
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Palavras-chave
Política de formação continuada, Relações sociológicas, Linguagem externa de descrição, Autonomia, Cálculo mental, Continuing education policy, Sociological relations, External language of description, Autonomy, Mental calculus