Os desafios da implementação do plano de ensino de matemática a partir da formação continuada e dos resultados educacionais da Crede 1 – Maracanaú/CE

Abstract

This dissertation was developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) from the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd / UFJF). The management case had as the main goal analyzing the challenges of implementing the Mathematics teaching plan which was elaborated from the continuing training of teachers of this discipline promoted by the 1st Regional Coordination for Education Development (CREDE 1), in the period from 2017 to 2019. To achieve this purpose, a preliminary diagnosis was carried out based on the following elements: i) the percentage of students located in the levels of critical and very critical performances in SPAECE in Mathematics; ii) the results of diagnostic evaluations carried out by the Education Department; ii) the results of approval of the Mathematics discipline of state schools under the management of CREDE 1; and iv) the data obtained from a questionnaire applied to managers about the applicability of the Teaching Plan in schools from the region. Thus, the question that guides this research is: what are the challenges of implementing the Mathematics teaching plan elaborated from the discussions held by the participants of CREDE 1 teachers continuing training? In order to understand this problem, the following specific goals were defined: i) to characterize the continuing training promoted by the regional in the years 2017 to 2019; ii) to analyze the pedagogical proposal of the course and its impacts in the school context; and iii) to propose an Educational Action Plan that contributes to the restructuring of the course or teaching plan. The theoretical framework sought to understand the relationship between teachers training and quality of teaching through the role that external evaluations play on continuing training policies (FREITAS, 2002; GATTI, 2008; ALVARADO-PRADA; CAMPOS FREITAS; FREITAS, 2010; ROSSI; HUNGER, 2013). A reflection on teaching planning and issues of a curricular nature based on a critical perspective is added (MCLAREN, 1977; LOPES; MACEDO, 2002; CUNHA, 2005; MOREIRA; CANDAU, 2007) and, finally, the role of external assessments with an emphasis on the management of educational results, focusing on the challenges and possibilities of assessment systems for improving the quality of teaching (ZAPONI; VALENÇA, 2009; SOUSA; ARCAS, 2010; BARRETTO, 2012; BROOKE, 2015; CUNHA , 2016). We have used the qualitative research based on the case study as the methodology and, as tools, the application of questionnaires to teachers in the last grade of high school and to those who completed the continuing training course in Mathematics offered by CREDE 1. The research results have showed that the participation of teachers in the courses promoted by CREDE 1 has, as a priority, pedagogical purposes. However, the data also have pointed out a strong relationship between certification and the concept of training and professional development. In collective planning, there was a predominance of issues related to external evaluations, with special attention to the use of reference matrices in the construction of teaching plans. These results constituted elements for the elaboration of the educational action plan, based on a formative proposal with an emphasis on the management of educational.