Desenvolvimento profissional de professores que ensinam matemática: implicações da formação inicial e do início da carreira
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Data
2022-03-09
Autores
Costa, Andressa Florcena Gama da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, desenvolvida no Programa de Pós-graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Câmpus de Presidente Prudente, na linha 2 “processos formativos, ensino e aprendizagem”, tem como objetivo geral investigar as implicações da formação inicial e início de carreira no desenvolvimento profissional de professores que ensinam Matemática, no que se refere à prática pedagógica constituída. As condições favoráveis ao desenvolvimento profissional propiciadas por contextos colaborativos, de reflexão e autoconhecimento confrontam-se com as experiências de isolamento, insegurança e ausência de conhecimentos vivenciadas, muitas vezes, na fase inicial da carreira. Além dos problemas no início da carreira, no caso específico dos professores formados em Pedagogia, somam-se a aversão à disciplina de Matemática, o desafio de ensinar aquilo que não aprenderam na Educação Básica e a fragilidade dos cursos de formação inicial quanto ao preparo para lecionar Matemática na Educação Infantil e anos iniciais do Ensino Fundamental. Nesta pesquisa qualitativa, de caráter analítico-descritivo, realizamos o levantamento de teses e dissertações entre os anos de 2013 a 2018, ampliando o Estado do Conhecimento realizado por outros autores no qual constatou-se que são raras as investigações que apresentam análises específicas sobre o professor que ensina Matemática na fase inicial de sua carreira. Recorremos ao contato com recém-formados do curso de Pedagogia, de instituições públicas e privadas que atuam em Três Lagoas – MS e cidades próximas do estado de São Paulo, investigando por meio de questionários e posteriormente com entrevistas episódicas, os seguintes aspectos: a relação do professor com a Matemática antes e após a formação inicial; o significado das ações formativas para aprendizagem da docência; os conhecimentos sobre Matemática e para seu ensino e o nível de compreensão e reflexão sobre sua prática. Os resultados indicam aspectos da formação inicial que contribuíram para uma mudança gradual das vivências em aulas de Matemática e o contexto institucional, de entrada na carreira, também desempenhou grande força na constituição do padrão característico de aulas das professoras. Assim, o despontar de pesquisas associadas às práticas bem-sucedidas no início da docência e, também, as possibilidades apresentadas pela formação inicial que ampliam as atividades de imersão dos acadêmicos na escola e buscam uma aprendizagem situada na prática, corroboram, no contexto investigado, com a seguinte tese: “o desenvolvimento profissional dos professores que ensinam matemática, em início de carreira, tem como referencial principal os saberes da formação inicial, que para se efetivarem dependem, ao que tudo indica, das circunstâncias e confrontos vividos na inserção profissional os quais influenciarão a conduta profissional futura assumida pelo professor”.
This research, developed in the Postgraduate Program in Education at Universidade Estadual Paulista (Unesp), Faculty of Science and Technology, Presidente Prudente Campus, has the general objective of investigating the implications of initial training and early career in the professional development of teachers. polyvalent teachers who teach Mathematics, with regard to the constituted pedagogical practice. The favorable conditions for professional development provided by collaborative contexts, of reflection and self-knowledge are confronted with the experiences of isolation, insecurity and lack of knowledge often experienced in the initial phase of the career. In addition to the problems at the beginning of their careers, in the specific case of teachers trained in Pedagogy, there is also an aversion to the discipline of Mathematics, the challenge of teaching what they have not learned in the Basic Education curriculum and the fragility of initial training courses in terms of preparation to teach Mathematics in Early Childhood Education and early years. In this qualitative, analytical-descriptive research, we carried out a survey of theses and dissertations between the years 2013 to 2018, expanding the State of Knowledge carried out by other authors in which it was found that there are few investigations that present specific analyzes about the teacher who teaches Mathematics in the initial phase of their careers. We resorted to contact with recent graduates of the Pedagogy course, investigating through questionnaires and later with episodic interviews, the following aspects: the teacher's relationship with Mathematics before and after initial training; the meaning of training actions for teaching learning; knowledge about mathematics and its teaching and the level of understanding and reflection on its practice. The results indicate aspects of initial training that contributed to a gradual change in experiences in Mathematics classes and the institutional context, when entering the career, also played a major role in the constitution of the characteristic pattern of classes of the investigated teachers. Thus, the emergence of research associated with successful practices at the beginning of teaching and, also, the possibilities presented by the initial training that expand the immersion activities of academics in school and seek a learning situated in practice, corroborate, in the investigated context, with the following thesis: “The professional development of multipurpose teachers who teach mathematics, at the beginning of their careers, has as its main reference the knowledge of initial training, which, in order to become effective, apparently depends on the circumstances and confrontations experienced in the professional insertion, which will influence professional conduct. future assumed by the teacher”.
This research, developed in the Postgraduate Program in Education at Universidade Estadual Paulista (Unesp), Faculty of Science and Technology, Presidente Prudente Campus, has the general objective of investigating the implications of initial training and early career in the professional development of teachers. polyvalent teachers who teach Mathematics, with regard to the constituted pedagogical practice. The favorable conditions for professional development provided by collaborative contexts, of reflection and self-knowledge are confronted with the experiences of isolation, insecurity and lack of knowledge often experienced in the initial phase of the career. In addition to the problems at the beginning of their careers, in the specific case of teachers trained in Pedagogy, there is also an aversion to the discipline of Mathematics, the challenge of teaching what they have not learned in the Basic Education curriculum and the fragility of initial training courses in terms of preparation to teach Mathematics in Early Childhood Education and early years. In this qualitative, analytical-descriptive research, we carried out a survey of theses and dissertations between the years 2013 to 2018, expanding the State of Knowledge carried out by other authors in which it was found that there are few investigations that present specific analyzes about the teacher who teaches Mathematics in the initial phase of their careers. We resorted to contact with recent graduates of the Pedagogy course, investigating through questionnaires and later with episodic interviews, the following aspects: the teacher's relationship with Mathematics before and after initial training; the meaning of training actions for teaching learning; knowledge about mathematics and its teaching and the level of understanding and reflection on its practice. The results indicate aspects of initial training that contributed to a gradual change in experiences in Mathematics classes and the institutional context, when entering the career, also played a major role in the constitution of the characteristic pattern of classes of the investigated teachers. Thus, the emergence of research associated with successful practices at the beginning of teaching and, also, the possibilities presented by the initial training that expand the immersion activities of academics in school and seek a learning situated in practice, corroborate, in the investigated context, with the following thesis: “The professional development of multipurpose teachers who teach mathematics, at the beginning of their careers, has as its main reference the knowledge of initial training, which, in order to become effective, apparently depends on the circumstances and confrontations experienced in the professional insertion, which will influence professional conduct. future assumed by the teacher”.
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Palavras-chave
Formação de professores, Início da docência, Desenvolvimento profissional, Ensino de matemática, Beginning of teaching, Professional development, Teaching mathematics