Cartografias do PNAIC: formação continuada das professoras que ensinam matemática no ensino fundamental

Abstract

The qualitative research is part of the line of research on Teacher Education and Digital Culture of the Graduate Program in Education at the Federal University of Triângulo Mineiro and in the research project entitled “Higher Education and Basic School in a collaborative network: a Teacher Training on the agenda ”approved by FAPEMIG. The question that guided the research was: What are the main contributions of PNAIC Mathematical literacy to the pedagogical practice of teachers who teach mathematics in the 3rd year of Elementary School I? Its main objective was to identify the contributions of PNAIC Mathematical literacy to the pedagogical practice of teachers who teach mathematics in the 3rd year of Elementary School I of schools in the State Network of Uberaba / MG, in order to verify the training offered to teachers and the implications in the teaching context. To this end, the study is inspired by the post critical conception and the assumptions of social cartography in the light of Deleuze and Guatarri. Regarding Mathematical Literacy, subsidies were sought in the studies of Ocsana Danyluk, Maria de Lurdes Serrazina, Edda Curi, among others. A bibliographic survey of research carried out with the PNAIC and analysis of documents was used, more specifically of the pedagogical notebooks of the Mathematical Literacy PNAIC, in addition to a semi-structured interview, which took place with 10 literacy teachers from the 3rd year of Elementary School who participated in the PNAIC of Mathematical Literacy, from different state schools. The results show that the training offered was positive in relation to teaching mathematics, exchanging experiences and living with different concrete materials. Regarding the teachers' pedagogical practices, the reports of activities developed show that the program contributed to expand their practices in relation to the teaching of mathematics. It is hoped that this research can assist in the proposals of continuing education with teachers and literacy teachers in order to use practices offered in the courses in their classes, as well as other initiatives of continuing education for Mathematical Literacy and other areas of knowledge.