Vozes de professores que ensinam matemática: perspectivas sobre formação continuada a partir de um projeto de extensão

Abstract

This dissertation presents the results of a research that aimed to investigate the continuing education movement of the Mathematics teachers in the early years of elementary school in the city of Piraquara ­ Paraná, in the Pedagogical Mathematics Workshop (OPM), a project of extension linked to the Federal Technological University of Paraná – Campus Curitiba, in which we analyzed the interactions and contributions of this space to the teaching practice. OPM’s actions are based on the HistoricalCultural Theory and on the Teaching Guidance Activity, and in 2020, its specific object was the teaching of statistics. For the production of data analyzed in this training process, we used the Oral History methodology, producing narratives with the teachers participating in the project. The narratives made it possible to investigate the historical, social and cultural aspects of the practice of the teachers in the early years, establishing relationships between their experiences, memories, experiences and the influence of these factors on the continuing education process. They also enabled specific analyses, in which we highlighted: the relationships that the teacher in the early years establishes with the teaching of Mathematics, the training processes in the remote format (a condition imposed by the COVID19 pandemic in the year 2020), the complexity of the continuing education of teachers, the construction of bonds and affectivity in training environments, as well as the importance of these spaces for the construction of identity and teaching autonomy and for the strengthening of bonds between the school and the university. In addition to the analyses, this research resulted in the elaboration of an Educational Product, with content aimed at trainer teachers, pedagogical coordinators and educational managers, which aims to contribute to the planning and organization of training environments for the professionalization of teachers.