Percepções dos professores que ensinam matemática sobre as contribuições de Malba Tahan para a prática pedagógica discutidas em um curso de formação continuada

Abstract

In this research we seek to reflect on the educational practice of teachers who teach mathematics, based on the ideas of Júlio César de Mello e Souza, better known by the pseudonym Malba Tahan, with emphasis on the book A arte de ser um perfeito mau professor, in 1967. In this sense, we define the following question: What are the contributions of a continuing education course from the perspective of Malba Tahan (1967) to the educational practice of teachers who teach mathematics in Basic education? This is qualitative research, in the case study modality. Research date were collected in a continuing education course with nine teachers who teach mathematics, using questionnaires and a logbook carried out by the researcher. The treatment and analysis of the collected date were carried out under the perspective of Content Analysis from the perspective of Bardin (2011) and Rodrigues (2019), which allowed us to create two Categories of Analysis: (1) Didactic-Pedagogical and (2) Professionality and Teacher Professionalization. We interpret the categories through an ideological movement between the date obtained, the theoretical framework adopted and our perceptions as researchers. It’s concluded that the teaching-learning process is extremely complex and the teaching profession is challenging. The teaching career involves multiple dimensions of the individual: their knowledge, their social skills, their moral values, among others; and different elements of the teaching-learning process: teaching-learning methodologies, assessment, curriculum, indiscipline and the purposes of the studied knowledge, planning, the teacher-student relationship and other elements. Such an important and complex profession is extremely undervalued. Low wages, work overload, lack of prestige, disrespect, lack of support, frustrations and the feeling of uselessness of the work provided are elements that demotivate and harm teaching.