Formação continuada de professores que ensinam matemática nos anos iniciais do ensino fundamental da rede municipal de São Luís: contribuições para a prática pedagógica

Abstract

This dissertation was developed within the framework of the Professional Master's Degree in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). This management case discusses the continuing education offered by the Municipal Education System of São Luís - Ma (Secretaria Municipal de Educação de São Luís - SEMED), aiming to investigate the contributions of training to the pedagogical practice of teachers who teach Mathematics in the early years of Elementary School, with a view to proposing actions to improve this continued formation of the network. In the theoretical contribution, on initial and continuing teacher education, we sought the contribution of authors such as Daniluk (2015), D'Ambrósio (1993), Fonseca (2014), Soares (2004), Barreto (2011), Gatti (2002, 2008, 2010, 2012), Imbernón (2005), Nacarato (2015), Fiorentini (2013), Pimenta (1996,2002). The general objective established for this study was to investigate how the training offered by the Municipal Education Network of São Luís has contributed to the training practice of teachers who teach Mathematics in the early years of Elementary School. The specific objectives that led this research were: (i) to describe the context of the training in mathematics offered by the Centro de Formação do Educador (CEFE), as well as the main results achieved by the training; (ii) analyze, together with the teachers in the early years who participated in the training, how they relate to and influence their pedagogical practices (iii) and propose an educational action plan with the objective of improving the training offered from a closer relationship closely with the demands of teachers. The field research used as a methodology the case study with the application of questionnaires with closed questions for teachers who teach Mathematics in the initial years of the Secretariat who participate in the training meetings, in addition to structured interviews with trainers. Based on the analysis of the data, an Educational Action Plan (Plano de Ação Educacional - PAE) was proposed, aiming to improve the training offered to teachers who teach Mathematics in the early years of Elementary School in the Municipal Education Network of São Luís.