Professoras dos anos iniciais da educação básica: aproximações e afastamentos em relação à Matemática

Andréa Silva Gino,Maria Laura Magalhães Gomes

doi:10.15448/1981-2582.2014.3.15202

Abstract

This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history. The focus of the article is one of the most evident aspects in the narratives, namely the approaches and detachments of the teachers towards mathematics. While acknowledging the contributions LASEB has brought to their training, the teachers considered the results of the course are not strong enough to support their role of teaching mathematics in the early years of elementary school.

Highlights

This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history
As narrativas que analisamos nos permitiram compreender que o curso do LASEB marcou positivamente a história de formação docente das dez professoras que participaram de nossa investigação, pela oportunidade de estudar e concluir uma pós-graduação na Universidade Federal de Minas Gerais, pela oportunidade de interações com professores reconhecidos academicamente, pelas aprendizagens e trocas de experiências ocorridas
As professoras que ensinam Matemática nos anos iniciais do Ensino Fundamental e que participaram da quarta turma do LASEB, com suas representações sobre a Matemática e seu ensino construídas em suas histórias de aprendizagem e formação profissional, embora considerem que não aprenderam a Matemática necessária para ensinar, são conscientes de que aprenderam a olhar, ouvir e compreender o estudante para assim exercerem a docência

Summary

Introduction

This article presents some results of a doctoral research guided by the following question: how teachers who teach Mathematics in elementary school perceive and narrate the contributions of LASEB, a Postgraduate Program for Teaching in Basic Education? The contributions of the course were investigated in ten narratives collected in interviews with ten teachers conducted according to the methodology of oral history. As professoras que ensinam Matemática no 2o ciclo de formação da Rede Municipal de Educação de Belo Horizonte construíram narrativas em situações de entrevista, constituindo-se, ao relatarem suas memórias do curso, em depoentes participantes da pesquisa que geraram fontes legítimas para a investigação.

Results

Conclusion