Elementos indicadores da criticidade no ensino de matemática: uma investigação em oficinas de formação inicial e continuada de professores

Abstract

This dissertation describes the paths of research to elaborate an investigation that involves teaching education to math teachers in initial teacher education and continuing professional development in the Pedagogical teaching training Program at UFSM, between the years 2020 and 2021. It is based on the assumptions that critical and reflexive competencies of a teacher regarding its practice are competencies obtained dynamically and built from its improvements and setbacks related to its initial perceptions. This research is sustained by theoretical assumptions such as Critical Meaningful Learning Theory, supported by Critical Mathematics Education as Philosophy that feed into the teaching and learning processes. Based on these studies, the purpose is to investigate elements that indicate criticality in teachers´ perceptions engaged in initial teacher education and continuing professional development workshops offered during the Pedagogical teaching training Program at UFSM, in 2020. Therefore, it presents exploratory research, and it comprises mixed methods and a descriptive and qualitative approach to interpreting the data collected. This research presents three main phases: 1) selection of bibliographical studies; 2) documentary data collection through workshops and interviews; 3) analysis of the data collected. In this way, based on the systematic review of literature, three possible indicators of criticalness were created to guide the practices of teaching mathematics in a critical perspective: IC - 1: to understand the processes of teaching and learning; IC-2. to conceive the student as an active agent in the teaching and learning processes; IC - 3: to understand the teacher as a professional as well as his development. In addition, after selecting the data, the analysis of the indicators was carried out using Content Analysis (BARDIN, 2011), with a focus on the discourses of the participants in the collaborative activities proposed during the workshops. Criticality indicators showed some convergent aspects between teacher education and the theory of critical meaningful learning, such as meaningful learning, prior knowledge, and knowledge sharing. According to the perceptions identified, the results indicate that there is no criticality in teaching Mathematics, based on the case studied when teachers do not identify themselves as teaching professionals and because the participants could not define teaching and learning. As a consequence, this implies not identifying the student as an active agent at the center of the teaching process, since for the promotion of critical meaningful learning to take place, it is necessary to consider the student's previous knowledge and give him/her an active place in this process.