O autogerenciamento na preparação para concursos públicos docentes: um estudo com professores de matemática

Abstract

This study investigated the performance of candidates in selection processes for the teaching career in the state of Mato Grosso, analyzing, among other aspects, how skills developed through self- management influence the way candidates cope with the demands present in examinations. The study was based on the assumption that preparing for public examinations involves not only the acquisition of content knowledge, but also the adoption of self-management practices that contribute to the organization, monitoring, and regulation of the learning process. In this regard, the objective of the research focused on understanding the elements of self-management in learning that influence the preparation of Mathematics teachers for public examinations, with a view to developing a self-management proposal for this context. The methodology adopted consisted of a bibliographic study, the survey and analysis of selection processes for hiring Mathematics teachers in the public education system, and the conduction of interviews. Data interpretation was carried out through data triangulation, integrating information obtained from the documental analysis of official calls and examination tests, as well as interviews conducted with Mathematics teachers. This procedure made it possible to understand, in an articulated manner, the relationship between self-management and the demands present in the investigated selection processes. As a result, an Educational Product was developed, entitled Strategic Self-Management Guide for Public Examinations, presented in the form of a website that brings together theoretical and practical resources, including instructional videos and a guidance manual. The material aims to support candidates in organizing their study routines and in dealing with the demands of selection processes. The research highlights the relevance of self- management in the preparation for public examinations, offering theoretical and practical contributions that may enhance the training process of teachers.