Aspectos da visão profissional de professores de matemática de escolas do campo mobilizados no processo de formação continuada

Abstract

This research was based on the research question: What aspects of the professional vision of Mathematics teachers from countryside schools, regarding the tasks selected or prepared for classes from the perspective of Exploratory Teaching, were mobilized in continuing education actions? The methodological procedures of qualitative research covered in this work enabled the development of an interpretative analysis of data, which were produced through the promotion of Continuing Training (CF) actions with a group of Mathematics teachers from countryside schools. In addition to considering the cognitive aspects of the perception (noticing) of these teachers, we also seek to highlight the sociocultural aspects linked to the context of research, training and teaching, based on the concept of professional vision as a theoretical perspective to understand what these CF participants recognize, how they interpret and based on which they decide how to act, in the creation of specific alternatives to the teaching of Mathematics in Countryside Education, taking into account the perspective of Exploratory Teaching (EE). Structurally, this dissertation is organized in Multipaper format, with the first chapter, an extended introduction, three chapters in article format and a final chapter with the conclusions and final considerations of the research. These studies were created based on the general research question that sought to be answered by interconnecting the partial answers obtained with the specific objectives and questions of each article. The Systematic Literature Review (RSL), a methodological procedure adopted in chapter 2, shows that investigations produced based on the teacher's perspective highlight the importance of building a relationship between the context in which the rural school is inserted and the teaching of Mathematics. The studies analyzed present proposals and teaching strategies that favor the connection of mathematics with other knowledge, as well as with the social practices of people who live in the countryside and other areas of knowledge. In Chapter 3, the references constructed through studies on EE and the analysis of a task used in this teaching perspective, fostered the professional vision of teachers participating in CF not only about important characteristics of tasks for students' mathematical learning, but also on aspects of class dynamics specific to their teaching practices, these being the proposed tasks, classroom communication and curriculum management. In Chapter 4, it was possible to identify evidence of teachers' attention and interpretation based on the decisions they made in the selection or elaboration of tasks, specifically regarding their organization and structure, consistent with design principles supported by intentions to generate conditions of connection with the task. and its development by students and, as a consequence, engagement with the task and the class. A broader analysis of the challenges and possibilities identified in the CF process also allows us to infer that sociocultural and political aspects still present in Countryside Education influenced the professional vision on how to consider the context when preparing or adapting the mathematical task. On the one hand, teachers who belonged to the students' reality were able to more easily connect the context to teaching objectives and, on the other hand, the experiences shared in the CF environment directed attention and supported the construction of meanings about the way of life of students by teachers who were not familiar with their reality. Such factors were presented as signs of the development of the professional vision of Mathematics teachers from rural schools participating in the training context constituted in this research. Therefore, we consider that this can contribute to the field of investigation in the area of Science and Mathematics Teaching, due to the fact that there are still few materials linked to the practice of Mathematics teachers in the context of Rural Education and research on CF actions with these teachers, in which alternatives are effectively found on how to connect what is proposed in training to their practice, in order to enable changes in teaching actions developed for and in the classroom.