A formação continuada de professores de matemática em uma perspectiva colaborativa: desafios e possibilidades vivenciados em uma escola pública de Dourados/MS

Abstract

The present study is aimed at the continuous professional development (CPD) of mathematics teachers in a collaborative context. We sought to “Analyze moments of reflection in a proposal for continuing development for mathematics teachers during and after the pandemic period in a public school in Dourados/MS”. By analyses of the steps of teaching, beginning with class planning; then, class observation and execution; ending with post-class/new class reflection, carried out with the research participants, their connection with the references of this area and our perspectives, we traced paths and definitions that point to the potential of a proposal for the CPD of mathematics teachers in collaborative contexts. In this sense, we took as the setting of this investigation, the development of an extension project entitled “Class Study as a Formative Process of Mathematics Teachers'' carried out during the second half of 2021 and the first half of 2022 in a State School of the Public Network of Education, in the city of Dourados/MS. The problem that outlines the search and production of the results of our study is focused on “What challenges and possibilities were experienced by a group of mathematics teachers during and after the pandemic – Covid-19 in a public school in Dourados/MS?” For that, the investigation, incorporated the interpretative qualitative approach. The group consisted of researchers, teachers, and coordinator, totaling 6 (six) mathematics teachers. The sessions of this training process lasted one year, starting in July 2021 and ending in July 2022. The group's meetings took place fortnightly during the second semester of 2021 remotely, through videoconference via google meet, on behalf of the Pandemic - Covid-19. In the first semester of 2022, the meetings were face-to-face, with all sessions being recorded and transcribed. The main theoretical references that guide our investigation are Baptista, (2012); Ghedin, (2012); Imbernón, (2010); Pimenta (2012); Ponte, (2012) and Schön (2000), among others. The assumed comprehensions regarding the theme of CPD of mathematics teachers in a collaborative context, based on formative experiences, studies and comparison with theory, allowed us to defend and bet on an idea of continuing education from a perspective of the Class Study. The analyzes of the constituent data of this type of training pointed to the action improvement, through collective reflection and the investigation of these teachers’ practices, from the school context, in addition to expanding their training horizons, assuming themselves as teachers in constant professional development.