Contribuições do Pró-Letramento Matemática para a prática docente

Abstract

The scenario of education in Brazil has become increasingly worrisome and worthy of investigation. Some actions have been developed in relation to the initial and continuing teacher education. The focus of investigations of this research is the continuing teacher education for the initial series. We analyzed the contributions of a course of continuing education, the Pro-Letramento Matemática, to the pedagogical practices of teachers-participants. The analyses were made theoretically well-founded, mainly in studies of Adair Nacarato, Edda Curi and Bernadete Gatti. This research aimed to evaluate the contributions of the program to the teaching practice of teachers participating in the municipality of Lavras-MG, between 2008 end 2010. Analyzing the need for government investment in programs such as this, as well as its development and results achieved, it was intended to establish whether such an investment would be feasible from the point of view of application of knowledge built during continuing training courses and improving pedagogical action from the discussions that have occurred in these. As a suggestion for improvement in education was considered the need for continuing teacher education, stressing, therefore, the Pró-letramento Matemática, which is described in detail. The methodology adopted for the development of field research has been conducting interview with the teacher-participates. The data received two treatments, called 'horizontal analysis' and ' vertical ' analysis for better understanding of the conceptions of the interviewed. Therefore, it was concluded that the Pro-Letramento Matemática contributed to the teaching practice of teachers. It is believed that the lived experiences, in this case in a continuing training course, have left traces, minute or significant, in participants. However, we conclude that 'courses' may not be the most appropriate strategy to the continuing teacher education. We envision opportunities of training that are not limited to the course periods, but lasts throughout the teaching career, as, for example, in study groups or collaborative groups, that can provide a constant reflection of pedagogical practice.