Formação continuada de professores de matemática para gestão de resultados na rede municipal de São Luís (MA)

Abstract

This dissertation was developed in the Professional Master’s Degree at The Gestão e Avaliação da Educação Pública from Centro de Políticas Públicas e Avaliação da Educação da Universidade de Juiz de Fora (CAEd/UFJF) [Center of Public Polices and Educational Evaluation of Federal University of Juiz de Fora]. The essay discussed the continuous formation of Math teachers in the municipal educational system of São Luís (MA) for the pedagogical management of evaluation results. It was assumed the hypothesis of different possibilities to promote formation to Math teachers, which allows reflexion and changes in teaching practices, that is able to influence students’ performance, especially of the elementary school from Secretaria Municipal de Educação-SEMED [Municipal Secretary of Education]. The objectives set were: to investigate if the accomplishment of the continuous formation of Math teachers had stablished connection between the reality of school and the evaluation polices from the educational system considering the evaluation results in large scale and curricular guidelines; to describe legal arrangements that direct and regulate the continuous formation of educational professionals from SEMED; to analyze the offer of formative events to Math teachers from 2006 to 2018; to propone an action plan to assure the promotion of continuous formation that positive impacts in teaching practices and in students’ learning. The theoretical foundation lays about the conceptions of continuous formation, the challenges the Math teachers face because their formation and the importance of educational management of evaluation results to students’ learning experience. The chosen methodology for the research was qualitative and semistructured interviews and surveys as instrument for data collection. The information analysis points that only two formation programs for Math teachers were offered during the studied period, that it is not well-defined among teachers the conceptions that must guide the formation and about educational management of evaluation results that were not integrated to proposition processes, planning and formation itself. Based on the collected information, it was proposed a Plano de Ação Educacional (PAE) [Educational Action Plan], based structured in propositions that are believed to increase the chances of effectiveness of continuous formation programs through teachers’ completion of knowledge levels and skills, aiming improvement of teaching practices and student’s learning.