Aspectos de colaboração entre professores que ensinam matemática durante o planejamento de uma aula

Abstract

This research report was developed in a project of continuing education in Mathematics, of the Federal Technological University of Paraná (UTFPR) - Londrina, aimed at teachers from the early years of elementary school. Throughout 2019, there were eight face-to-face meetings involving teacher trainers, teachers from the early years of elementary school and master's students. The formative process Continuing Education in Mathematics for Teachers of the Early Years of Elementary School sought to develop a collaborative work from the perspective of Lesson Study. Two classes of Lesson Study were performed, each cycle consisting of the planning of a lesson, development of this lesson by one of the teachers participating in the group and, finally, by the joint analysis of the lesson. The research methodology is qualitative and interpretative, with participant observation in the formative process and in the collective planning of a lesson. In this context, the research aimed to analyze aspects of collaborative work manifested during a collective planning meeting of a lesson, in a formative process with teachers who teach Mathematics in the early years of elementary school, and to identify which components of the formative process possibly favored the manifestation of these aspects of collaborative work. Based on theoretical references that characterize collaborative work, the analyses were performed considering the following aspects of collaboration: negotiation, dialogue, divergence of ideas, trust, sharing of experiences, reflection and mutuality. The research data were produced from written productions of the participating teachers and audio and video recordings of the fourth face-to-face meeting of the formative process, a meeting aimed at the collective planning of a lesson. On that day, two teacher-trainers were present, ten teachers from the early years of elementary school and two master's students. The analyses were divided into five episodes considered relevant because they indicated manifestations of the aspects of the collaboration. All aspects mentioned emerged in the analyses, and dialogue was predominant, which permeated all episodes analyzed. The sharing of experience was perceived in lower intensity. Regarding the components of the formative process, the analyses point to the mathematical task, the interventions of the training teachers, the active participation of some teachers and the teaching approach adopted as those that favored the manifestation of these aspects of collaborative work. The conclusions indicate that lesson planning is a propitious time for collaborative work and that it can bring benefits both to the professional development of the teacher who will develop the lesson and to the other who participate in this moment.