Formação continuada de professores em modelagem matemática: uma análise dos saberes docentes em práticas planejadas e implementadas

Abstract

Initial training does not make the teacher a complete professional to deal with all the challenges of the profession, continuing education is part of professional development, and throughout the career it can minimize such challenges. In this scenario, Mathematical Modeling emerges as a pedagogical alternative for teachers and students to mobilize knowledge built throughout mathematics classes through its association with non-essentially mathematical situations. In this sense, the present research aimed to investigate "What teaching knowledge is evidenced in the continuing education of teachers when they plan and implement a practice with Mathematical Modeling? For this, we based ourselves on the theoretical assumptions of Mathematical Modeling, Teacher Knowledge and the assumptions of Almeida and Silva (2015) who state that teacher training in Mathematical Modeling needs to provide opportunities for three axes: learning about Mathematical Modeling; learning through Mathematical Modeling; teaching using Mathematical Modeling. With this purpose, we present the description and analysis of three Mathematical Modeling activities planned and implemented by student-teachers who were taking the subject of Mathematical Modeling in the Perspective of Teaching, taught by the supervisor of this work, synchronously and remotely in the first semester of 2021, at the Universidade Tecnológica Federal do Paraná (UTFPR) Londrina campus, in which the researcher followed the entire course, helping when necessary. From the observation, description and analysis of each activity, we seek to highlight the teaching knowledge advocated by Tardif (2014). Our methodological option is based on the considerations of a qualitative research and data analysis is inspired by Content Analysis, as indicated by Laurence Bardin (2016). From the analyses, we highlight the teaching knowledge undertaken by the student-teachers in the planning and implementation of Mathematical Modeling activities. The teaching knowledge was evidenced through eight codes, namely: mathematical content, extracurricular knowledge, choice of class, data collection, theme, schedule, group work and presentation of the activity. These codes were generated according to the context in which the student-teachers' speeches were evidenced. After the analyses, it is possible to state that the continuing education of teachers in Mathematical Modeling, based on the three axes, contributed to the fact that the student-teachers had experiences that could awaken teaching knowledge that could contribute to their professional training. As an educational product, fruit of this research, we propose a material that can serve as support for teacher training in Mathematical Modeling based on the three axes of Almeida and Silva (2015).