Formação de professores para o ensino de matemática nos anos iniciais mediado por Unidades de Ensino Potencialmente Significativas (UEPS)

Abstract

This thesis investigated the contributions to the knowledge of teachers who teach mathematics in the early years of elementary school from a continuing education process based on the resource of Potentially Meaningful Teaching Units. This resource, potentially facilitating meaningful learning, is structured in a learning path organized in stages, planned in a logical and intentional way for the development of a teaching process that can help in the acquisition of meaning for learning, potentially promoting meaningful learning. This thesis seeks to prove the hypothesis that the UEPS can be a way to face the gaps in teacher education, enriching practices and leading to meaning learning in the teaching of mathematics in the early years. For this, action research was assumed as a methodological option, whose approach is defined as qualitative and interpretive, in which the findings were understood from Content Analysis. Data were collected from an investigative process that was developed in two stages, in which the aim was initially to observe and understand the context of performance of basic education professionals, understanding their demands and ways of working. Then, in the second stage, a continuing education plan aimed at teachers from the early years of elementary school was established, with a group of 15 participants in a training process developed online, totaling 50 hours. It was found that the experiences offered during the course showed changes in the perceptions of teachers regarding pedagogical practice, teaching and learning. Learning about UEPS demonstrated achieving the objectives and improving the pedagogical knowledge of the participants when preparing their plans aimed at thematic units of mathematics such as numbers, quantities and measures and geometry, revealing that the teaching strategy was effective for the training of teachers, especially for consider their real learning needs and the articulation of theoretical and practical elements. As a result of this research, the course of continuing education stands out for the study and learning of the fundamental principles of the Meaningful Learning theory, teaching processes mediated by UEPS and student learning assessment strategies. Still as developments, the materials produced by the participants, as well as the theoretical foundation from which they originated, will be compiled and organized in the form of a book, subsidizing and inspiring other teachers to expand their knowledge for teaching.