A relação com os saberes docentes em um processo de formação compartilhada para o ensino da matemática

Abstract

The present study aims to analyze possible (re)meanings established in the relationships that teachers at a municipal school establish with the knowledge that constitutes the teaching profession, mobilized to teach mathematics in a process of continued and shared training. The specific objectives are: to identify the relationship that teachers establish with mathematical knowledge; analyze the relationship that teachers establish with the teaching knowledge mobilized to teach mathematics; analyze the (re)meanings of the relationships established with the teaching knowledge developed in the continued and shared training activity to teach mathematics. To this end, the following guiding research question was developed: what relationships do teachers in the early years of elementary education in municipal schools establish with the teaching knowledge built in a process of continued and shared training when developing mathematics teaching practices? Anchored in the framework of dialectical historical materialism, Vygotskian thought was taken as a foundation for thinking about teaching professional development, based on the social nature of the subject and knowledge. Teaching activity was understood as a dialectical unit between teaching activity and training activity, according to the Activity Theory developed by Leontiev. The research approach is qualitative and exploratory in nature. This investigation was carried out with eleven teachers from the Initial Years of Elementary School (1st and 2nd years) at a municipal public school located in the interior of Minas Gerais. Data production occurred through semi-structured interviews and four training meetings held from April to July 2024. The semi-structured interviews and training meetings were video recorded and transcribed. The training proposal was developed with the teachers in the school context through potentially training actions, based on the organization stages of the Teaching Guidance Activity, whose studies are anchored in historical- cultural. The collected data was organized and analyzed using meaning cores. The results of this research highlight the role of others in the teaching learning and professional development process; the school as a privileged place for building new knowledge about the teaching profession; and the need to build a professional teaching culture based on the collective and reflective work of teachers, in their professional contexts, to guarantee the quality of teaching and learning processes.