Empreendimentos matemáticos mobilizados na formação continuada de professores dos anos iniciais do ensino fundamental

Abstract

In order to give a new meaning to the process of continuing education of the Teacher who Teaches Mathematics (TWTM – PEM, in Portuguese language) in the early years of elementary education and to promote the professional development of these teachers, we seek to provide a formative, reflective and dialogical space where teachers could have their voices heard and their wishes fulfilled, since they effectively participated in the construction and realization of the entire proposed process. So, we seek to answer the following research question: In what terms do the mathematical procedures negotiated in the continued formation of the TWTM of the initial years enable the constitution of a Community of Practice? To this end, we outline as the main objective: investigate the contributions of mathematical enterprises in the possibility of constituting a Community of Practice with teachers from the early years of Elementary School. Thus, we promote continuing education meetings with TWTM in the early years in the light of the theory of Communities of Practice, as proposed by Wenger (2001), also seeking theoretical subsidies guided by continuing education and professional development, as well as the use of concrete materials in teaching and in the learning of Mathematics, with emphasis on the use of the Golden Beads Material as a intensifier and mobilizer of new didactic, pedagogical and methodological practices in the classroom. In relation to the mathematical enterprise negotiated in the formative meetings, we aproached the theme of Numbers and Fundamental Operations. In the course of the investigative walk, we took the qualitative approach of participatory research as proposed by Brandão and Streck (2006). In this sense, we held training meetings with the participants of our research, who were 25 TWTM in the early years of elementary school at a public school in the municipal school system in the city of Araguaína – TO, of which 05 PEM had their shares used for the purpose of analysis in this word. The results that we bring show that the participation of these teachers in continuing education processes carried out in the light of the theory of Communities of Practice, as proposed by Wenger (2001), can contribute significantly to the professional development of these teachers, mainly by providing opportunities (in addition to reframing these formative processes) for the mobilization of new pedagogical, didactic and methodological practices in the classroom to face the students' learning obstacles; in addition, the results indicate possibilities for the constitution of a Community of Practice for Teachers who Teach Mathematics in the early years of elementary education (CoP-PeMai, in Portuguese language).