Momentos interativos com professoras dos anos iniciais do ensino fundamental: tecendo conhecimentos sobre o pensamento algébrico

Abstract

The research in question is linked to the Postgraduate Program in Science and Mathematics Education (PPGECM) - Professional Master's Degree - of the Federal Institute of Education, Sciences and Technology of Goiás, Jataí Campus, along with the research line “Foundations, methodologies and resources for Science and Mathematics education” and underline “Mathematics Education”. It aimed to analyze the understanding of a group of teachers in the early years of Elementary School in relation to the development of algebraic thinking based on interactive moments. The methodology, of a qualitative nature with a descriptive-interpretative character, describes the experience of teachers who teach in the early years of Elementary School at a public school in Senador Canedo-Goiás, analyzed from interactive moments carried out in person and remotely, which took place in the first semester of 2023, in the proposition of tasks, in the form of episodes, that propose the development of algebraic thinking. The data production instruments include: 1) a questionnaire containing closed and open questions with five teachers, 2) participant observation, and 3) video/audio recordings of episodes of face-to-face and remote interactions via Google Meet. Difficulties in carrying out interactive moments and in proposing continuing education in a global context are evident, as consequences of the capitalist system in the precariousness of working conditions. The search for quantitative results generates the insertion of a capitalist policy with neoliberal aspects. How can continuing education be carried out if the work takes up all of the teachers' time? The precariousness of teaching work is consolidated in the control of pedagogical work through the standardization of the curriculum imposed by the BNCC, in the demand for high indexes in external evaluations (Saeb), and with accountability policies. The results indicate that the teachers did not have specific initial training in relation to “algebra” (only in the final years of Elementary School). Therefore, there is a need to review the curricula of the Bachelor's Degree in Pedagogy, which include specific knowledge, with trainers with theoretical and practical training. The analyses showed that continuing education, represented by the educational product in interactive moments, was examined through four episodes. Given the limitations and challenges of algebraic thinking, it was observed that there are indications of knowledge related to “algebra”, such as generalized arithmetic and functional thinking. This knowledge, however, still needs to be improved to benefit pedagogical practice. Such findings point to the emergence of challenges in relation to the topic and in finding ways to carry it out, in the direction of continuing education: whether within schools, provided by public policies, in study groups, with partnerships between universities. These elements culminate in reflective processes of teachers who teach Mathematics in the early years when rethinking their practices, promoting tasks that can develop algebraic thinking in students.