Formação de professores de matemática: contribuições das videoaulas veiculadas pela rede municipal de ensino de Curitiba

Abstract

This qualitative research with a phenomenological approach deals with an investigation about the understandings of teachers from 1st to 5th grade about video classes offered remotely to students of the Municipal Education Network of Curitiba (RME), by the Municipal Secretary of Education because of the pandemic caused by COVID-19. The goal of this study was to understand openings for teacher training in video classes, guided by the question “What perspectives open up for the training of teachers in the early years who attended the Mathematics video classes broadcast by the Municipal Education Network of Curitiba?” In view of the video-lessons-inteacher-training phenomenon, and in the light of the question, a bibliographical study was opened to portray the continuing education of the RME, placing the video lessons in this context. Also, from the questioning, a bibliographical study was opened to portray the continued formation of the RME, placing the video classes in this context. Still bearing in mind the question, it was necessary to go to the literature to bring a rationale of what authors who are dedicated to the subject have been saying about the pedagogical possibilities of video classes in the search for more understanding, interweaving and possibilities for teacher training, five teachers from the Municipal Secretary of Education who attended the Mathematics Cycle II (4th and 5th grade of elementary School) video classes in 2020 and 2021, were heard in a single meeting recorded in audio and video, where they spoke freely when asked about “What understandings about the training process (of themselves and the students) did you have when watching the video lessons?” and “In other words: how do you understand the video classes created and broadcasted in Curitiba in 2020 and 2021 for teacher training?”. The collective testimonies were transcribed, resulting in descriptive texts of the experience lived by the teachers in a certain moment and context, not meaning that this is the totality of what the teachers had to say, but possible reflections when thematizing their continued formation with the video classes of mathematics. Such texts went through two analytical moments, the ideographic and the nomothetic. The first concerns the individual ideas highlighted in the speeches and the second flows into generalizations, merging into three large regions that mark characteristics of the phenomenon under study, called open categories: Ways of planning the teaching; Ways of teaching and Ways of being in formation. These categories were discussed in the light of the literature and the participants’ own speeches, highlighting, respectively, those that contributed to the teaching planning in the sense of contemplating the content announced in the Curricular Guidelines of the RME, with favorable approaches to the understanding of the same by the students; in ways of teaching, the video classes showed that working with different methodologies made them reflect on the possibility of using them in the classroom and, finally, continued training was highlighted both in learning mathematical content and in methodological referrals. Such results contributed to providing teachers with a tutorial to create video lessons, as an educational product that aims to promote teacher training for teaching mathematics. While the present study was carried out with teachers in the early years, in mathematics teaching, the product is aimed at teachers of all levels and teaching areas.