O desenvolvimento profissional na relação pesquisa-formação-prática: Programa Observatório da Educação e os professores que ensinam matemática

Abstract

This research has as its theme the existing relationship in research-training-practice for the professional development of teachers who teach mathematics in the early years of elementary school. Within the framework of the Observatory Education Program (OBEDUC), it aims to answer the following guiding question: What do the academic productions elaborated in the context of the Observatory Education Program about the professional development in the research-training-practice relation of the teacher that teaches Mathematics in the early years indicate? With research, it is expected as a general objective to understand the relation research-training-practice in the professional development process of teachers who teach mathematics. The main specific objectives aim to bring reflection on the contributions of the OBEDUC Program to teachers in the aspects of pedagogical, formative and investigative practice, as well as identifying practices that promote professional development in the context of research-training-practice for the teacher who teaches mathematics. This program was chosen considering that it had most of the projects approved in the area of Mathematics in Graduate Programs, with important contributions in the area and for teachers. It also consisted of a space that involved research-training linked to practice. In order to meet the defined objectives, we initially conducted an overview of the academic research produced and linked to OBEDUC, and obtained from a database of post-doctoral research. Those related to mathematics in the early years of elementary school and those related to teaching and learning were selected. The data were analyzed through a bibliographic survey called State of Art. Subsequently, a meta-analytic study of a selection including six works focusing on the teacher and carried out from research-training in teaching practice in the school environment was performed. This research has as theoretical base authors that deal with the professional development of the teacher and also that deal with the professional development of the teacher who teaches Mathematics, relevant themes for the foundation of this study proposal. The results indicate that the knowledge coming from the teacher's practice allied to the reflection and teaching investigation in the OBEDUC Program brought the critical and reflexive analysis from the practice, which provided the expansion of specific and methodological knowledge with indications of changes in the teaching action. The activities provided for in this training proposal, such as reflection, formative meetings, expansion and evaluation of their own specific and methodological knowledge, stimulation of research and changes in practice with the experiences resulting from the reflective movement, made possible the professional development of the teacher. It is also worth highlighting the importance of initiatives aimed at teacher education such as OBEDUC, a program that led to a new research perspective, valuing the teacher as a prominent component and the knowledge brought by this professional.