Formação continuada de professores dos anos iniciais do ensino fundamental: estudos de aula e o ensino de álgebra

• Ano de defesa: 2024
• Autor(a) principal: Santos, Mariana Virginia Góes dos
• Orientador(a): Azerêdo, Maria Alvez de
• Banca de defesa: Almeida, Jadilson Ramos de , Rêgo, Rogéria Gaudencio do , Angelo, Cristiane Borges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Centro de Ciências e Tecnologia - CCT; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Anos iniciais do Ensino Fundamental; Álgebra; Formação continuada; Estudos de aula
• Palavras-chave em Inglês: Initial years of Elementary School; Algebra; Continuing education; Lesson study.
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74126

In this study, one focuses on the Continuing Education in Algebra for teachers who work in the Early Years of Elementary School. Based on the National Common Curricular Base, the Algebra thematic unit has become a training demand for professionals working in this teaching segment. In this context, the following question arises: How to contribute to the training process of teachers of the Early Years of Elementary School, based on the demands brought by studies and research on Algebra? Based on this issue, the general objective is to analyze the contributions of a training process for the teaching of Algebra with teachers of the Early Years of Elementary School, through the Classroom Study methodology. The research is characterized by a qualitative, collaborative approach, also using the bibliographic data collection technique. The proposed training process was organized based on the Classroom Study methodology, which, in this study, aimed at professional development based on a collaborative context among 3rd grade elementary school female teachers who work at a municipal public school in the city of João Pessoa, Paraíba, Brazil. For the production and collection of data for the study, 1 (one) questionnaire was used to identify the professional profile of the participants, as well as 8 (eight) training meetings held with the teachers. The meetings were organized in four stages: study of the topic, planning a collaborative class, application of the class and reflection on the pedagogical practice developed. In the topic study stage, the teachers were able to mobilize knowledge, establishing relationships based on the study of patterns and regularities, but without reaching the level of generalization. In the stages of planning, implementing the class and reflecting on pedagogical practice, a collaborative process of professional learning was observed, due to the discussions and exchanges carried out, favoring the development of learning regarding pedagogical knowledge of the content, as well as teaching knowledge and the curriculum. Finally, the potential of Class Studies is highlighted as a training process developed from the perspective of continuing education, as it enables the professional learning of Early Years of Elementary School teachers in their work environment through collaboration.