Professores que ensinam Matemática e o movimento professor-pesquisador: diálogos e uma proposta de formação continuada

Abstract

In this research we seek to reflect on the formation, role and teaching performance when thought from the teacher-researcher movement from the perspective of the critical perspective. Taking as basic spaces for this reflection the initial and continued training of teachers, we designed this debate in order to dialogue with theoretical references, documents and the perceptions of the research subjects. In the quest to contemplate this objective, we define the following guiding question: How the teacher-researcher movement based on a critical perspective, approached through a continuing education course aimed at teachers who teach mathematics, can propose reflections on the formation, role and performance teacher? To carry out the research, the precepts of qualitative research were used in the case study modality. For data collection we used questionnaires and as a method of data analysis and treatment, we based on the perspective of content analysis which allowed us to create 4 Analysis Categories: (i) Research training, (ii) Praxis, (iii) Teaching identity and (iv) Dialogue with the world. Such Analysis Categories compose the synthesis of the meanings abstracted from the reports of the research participants regarding the teacher-researcher movement. As a result, we realized that even with the absence of moments that allowed them to reflect on the importance of research practice in their teaching practice, participants recognize in research practice a way to reframe the meanings of their teaching practice. Teachers pointed out that continuous training proposals based on this perspective enable them to raise and point out demands and solutions to problems that pervade their work place, implying greater collaboration between their peers and allowing these subjects to assume a critical position in the space where act.