Formação continuada de professores que ensinam matemática nos anos iniciais durante a pandemia da Covid-19: análise de um grupo de estudo

Abstract

Considering the relevance of continuing education for teachers and its impact on their education process in teaching and learning mathematics during Basic Education, this research had the following research questions: How did a Study Group, developed during the pandemic, contribute to continuing education of teacher who teaches mathematics in the early years? How is mathematics thought about and discussed among teachers and pedagogy students who experienced the Study Group as an educative space remotely and in the pandemic context? And as an objective: To analyze how an education moment, supported by a Study Group, contributed to continuing education of teachers, during the pandemic period, and what are the different ways of understanding the mathematical perspectives that mediated this process. Starting from a qualitative approach, the study is based on the socio-historical method, which proposes an active role of the subject with their object of knowledge and the construction of reality. Seventeen video-recorded meetings of the Study Group developed during the research entitled “The professional development of teachers who teach mathematics in the early years: education narratives and study groups” were analyzed, as well as an online interview conducted with the teacher responsible for the Group. The results of the research show that the Study Group education space, although not characterized as collaborative, was supported by dialogue, capable of promoting reflections on content, pedagogical practices, beliefs and conceptions about teaching mathematics among participants during the pandemic. In addition, it also highlights the need to promote the establishment of Study Groups for the education of in-service teachers and to critically evaluate the time invested in isolated and fragmented training and meetings. The research pointed out the importance of the teacher being the protagonist of his/her own education, paving the way for a didactic-pedagogical reinvention, supported by the process of beliefs and values established in mathematics teaching. Finally, this study presents how the Study Group analyzed became a welcoming space and support network for teachers in the context of the pandemic, highlighting weaknesses in the public education system to the detriment of the private one, and was the locus of a diversity of experiences that could strengthen and motivate the participating teachers. As one of the greatest challenges, the study highlighted the precarious conditions of interaction, especially with younger children, highlighting the challenges in the relationships experienced between school and family during the pandemic.