Ações colaborativas na formação continuada: contribuições para a prática pedagógica de professores que ensinam matemática

Abstract

This study was developed in the Specialization Course of Post Graduation Program in Mathematics Education of Federal University of Santa Maria (UFSM) and is classified as a qualitative study which tries to investigate possible contributions to the pedagogical practice of teachers who teach mathematics from their participation in a project of continued education. This project has its actions developed in a collaborative way, in the period of 2011 and 2012 , with teachers who teach mathematics in the early and finally years of Elementary Schools in a small town in the central region of Rio Grande do Sul, and Degree in Mathematics and Specialization in Mathematics’ students from the same university’. In the course of these two years, all teachers of the referred town have participated in this project, about 25 teachers. At the end of 2011, an evaluation of the project has been made with them. This evaluation has been a dynamic composed by four activities. In this dynamic, in order to reveal further contributions from participating in this project for the pedagogical practice of teachers who teach mathematics, a questionnaire was developed, at the end of 2012, as a tool to collect data for this study, which has been classified as a case study. For the data analysis, we have opted for the content analysis, which tries to critically understand the meanings expressed in a text and /or communication. The survey results point out the importance of creating areas of partnership between school and university, allowing the development of collaborative actions in a reflective and investigative perspective. It has also revealed the importance of these areas in order to give "time and voice" for teachers, allowing them to share information with their peers and allowing them to rethink their pedagogical practices.