A narrativa do professor de matemática e o desenvolvimento profissional docente
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–22
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
Este artigo apresenta os resultados de pesquisa qualitativa desenvolvida com um grupo de professoras participantes de um programa de extensão. O objetivo consiste em demarcar o processo de escrita realizado por professoras de Matemáticacomo um movimento formativo e catalisador de desenvolvimento profissional docente. Para a análise das narrativas produzidas pelas professoras nos diários de formação e de planejamento das atividades de modelagem, utilizamos a Análise Textual Discursiva. Estabelecemos uma categoria a priori, a qual trata dos saberes docentes, e emergiram duas categorias: o processo de escrita e o grupo como um espaço/tempo de desenvolvimento profissional. Neste texto apresentamos discussões acerca da segunda categoria, a qual possui duas subcategorias: 1) o diário como instrumento de reflexão e investigação da prática e do pensamento do professor, visto que sua utilização contribui para o reconhecimento de problemáticas advindas do contexto de trabalho do professor e 2) os desafios enfrentados na produção de narrativas, os quais revelam que o professor de Matemática não possui o hábito de escrever, entretanto, ao tomar consciência desta necessidade, projeta o desenvolvimento do processo de escrita para a sua sala de aula. Disso, demarcamos o processo de escrita como um movimento formativo catalisador de desenvolvimento profissional docente
This article presents the results of qualitative research developed with a group of teachers participating in the extension by mathematics teachers as a formative movement and catalyst for professional teacher development. To this end, the empirical data came from the experiences of Mathematics teachers with activities of Modeling in Science and Mathematics (MCM) in continuing education and in teaching context. We performed the analysis of the narratives produced by the teachers in the training and planning diaries of MCM activities, through the procedures of the Textual Discursive Analysis. We established an a priori category which deals with teaching knowledge and two categories emerged: the writing process and the group as a space / time for professional development. In this text we present discussions about the second category, which has two subcategories: 1) the diary as an instrument for reflection and investigation of the teacher's practice and thinking, since its use contributes to the recognition of problems arising from the teacher's work context and 2) the challenges faced in the production of narratives, which reveal that the mathematics teacher does not have the habit of writing, however, when he becomes aware of this need he projects the development of the writing process for his classroom. From this, we demarcate the writing process as a formative movement catalyzing teacher professional development
This article presents the results of qualitative research developed with a group of teachers participating in the extension by mathematics teachers as a formative movement and catalyst for professional teacher development. To this end, the empirical data came from the experiences of Mathematics teachers with activities of Modeling in Science and Mathematics (MCM) in continuing education and in teaching context. We performed the analysis of the narratives produced by the teachers in the training and planning diaries of MCM activities, through the procedures of the Textual Discursive Analysis. We established an a priori category which deals with teaching knowledge and two categories emerged: the writing process and the group as a space / time for professional development. In this text we present discussions about the second category, which has two subcategories: 1) the diary as an instrument for reflection and investigation of the teacher's practice and thinking, since its use contributes to the recognition of problems arising from the teacher's work context and 2) the challenges faced in the production of narratives, which reveal that the mathematics teacher does not have the habit of writing, however, when he becomes aware of this need he projects the development of the writing process for his classroom. From this, we demarcate the writing process as a formative movement catalyzing teacher professional development
Descrição
Palavras-chave
Formação continuada, Prática da escrita, Transformações na prática docente, Continuing education, Writing practice, Transformations in teaching practice
Citação
MARMITT, Rosi Kelly Regina; BONOTTO, Danusa de Lara. A narrativa do professor de matemática e o desenvolvimento profissional docente. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–22. 2022. https://doi.org/10.5007/1981-1322.2022.e81857. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/81857/48398. Acesso em: 2023-09-18