Práticas lectivas num contexto de reforma curricular

Abstract

This research studies mathematics teachers’ classroom practices — focusing in the proposed tasks and in the classroom discourse. It also considers the relationship between the classroom practices and teachers’ conceptions and professional knowledge about their discipline, the curriculum, students’ learning, and instruction. The study is based in a teacher education course about the new curriculum orientations, developed in a cooperative setting. The methodology is qualitative and interpretative, based in case studies. Data gathering was done in sessions of collaborative work, interviews, observations, video recordings, reflection about observed and video-recorded classes, and final written reflection. Data analysis was based, in a first level, in a set of categories that was refined as the study progressed and, in a second level, in establishing relationships between the elements identified in the previous level. The teacher showed to be sensitive to some aspects of the new curriculum. However, they face some dilemmas in their activity, specially in what concerns the stress to ascribe to computation. This study also suggests some limits to collaborative work. It was helpful in providing more information and new knowledge to the teachers but did not led them to question their fundamental conceptions and practices. This led to the conclusion that, besides creating opportunities to discuss and rethink the conceptions, it is necessary that teachers adopt a new professional attitude.