Possibilidades e limitações de micropercursos de estudo e pesquisa em geometria: uma experiência de formação continuada com professores da rede pública

Abstract

The main objective of this research it's to investigate micro-PEP development's possibilities through a praxeological study, developed in a mathematics teachers' continuous formation. The formation was fulfilled with a group of twelve teachers acting in basic education, in which we worked with didactic systems intrinsic to the geometric contents' study supported by PEP methodology. All sessions were recorded in audio and video, and later transcribed for data production's analysis. For the PEP's study and development, we seek understandings of the Anthropological Theory of Didactic (TAD), with emphasis on the didactic paradigm question of the world and the levels of codetermination, identifying conditions and restrictions that permeate the pedagogical practices of the teachers participating in the research. When analyzing the didactic systems, we could see that the teachers are dependent on the textbooks and that this resource has directed their pedagogical practices. We also saw how the conditions imposed on their training’s academic are reflected in the way they conduct their practices in the classroom, reproducing a teaching guided by the paradigm visit to the works with reguard to Geometry teaching. In addition, we observed the need of teachers in studying and seeking more information around the concepts covered and how much their praxeologies are in the block to do, with few theoretical and technological justifications. In this scenario, we saw that PEP provoked in teachers a praxeological destabilization of their geometrical knowledge, as the development of each route depends strongly on the subjects involved in the process, emphasizing that the brazilian reality in the development of formations does not allow the permanence of teachers in formations continuous, being a more individual search of each teacher.