O desenvolvimento do pensamento teórico de professores da educação básica em formação continuada na oficina pedagógica de matemática

Abstract

The purpose of this study is to investigate how the formative actions developed within the Pedagogical Mathematics Workshop foster the development of teachers’ theoretical thinking in continuing education. The research was conducted at the Pedagogical Mathematics Workshop of the Federal University of Technology – Paraná (OPM/UTFPR), located in Curitiba, which brings together basic education teachers, undergraduate and graduate students, and university professors. As an outreach project, the Workshop aims to promote studies and discussions on the teaching of mathematics, grounded in the principles of the Teaching-Guiding Activity (Atividade Orientadora de Ensino – AOE), understood as a mediating process between teaching and learning activities. The theoretical framework of AOE enables teachers in training to appropriate a general mode of organizing teaching. Consequently, the OPM functions as a space for teacher learning, fostering the connection between the university and the school. Data for this research were collected in 2020 through remote meetings, due to the COVID-19 pandemic (SARS-CoV-2). The empirical material generated during the formative activities at OPM/Curitiba included audio and video recordings, the researcher’s field notes, meeting minutes, and records of collective syntheses. The results are presented through episodes and scenes, with the unit of analysis—theoretical thinking— permeating: (a) the activity that promotes the development of theoretical thinking; (b) the learning-triggering situation; and (c) the mobilization involved in creating a Learning-Triggering Situation. The findings suggest that the actions carried out in the Pedagogical Mathematics Workshop enable teachers—through reflection, analysis, and planning to create conditions that promote the development of theoretical thinking regarding the organization of teaching. Therefore, the OPM constitutes a learning environment that integrates theory and practice, fosters conceptual understanding, and supports collective study. In addition to the analysis of the research data, this study presents an Educational Product designed to illustrate the general structure of the sessions developed within the OPM, considering teachers as active subjects engaged in teaching activity.