As políticas de formação continuada de professores/as de Matemática da escola do Campo em Parintins/Am

Abstract

The continuous training of teachers working in Field Education constitutes a strategic dimension for the consolidation of pedagogical practices contextualized, socially referenced and committed to the territorial and cultural specificities of the subjects of the Amazon field. In the context of Mathematical Education, this discussion becomes even more relevant given the demands for articulation between school knowledge and the knowledge produced in the daily experiences of communities. In this context, the present research sought to investigate the problem: how is materialized the policy of continuing education of teachers of mathematics at the School of Field in the municipality of Parintins-AM? To consolidate the aforementioned research, we worked with the following general objective: Analyze the policy of continuing education of teachers of mathematics at the School of Campo in the municipality of Parintins-AM regarding the 2nd segment of elementary education. It had the following specific objectives: 1) to know the theoretical references of Mathematical Education, continuing teacher training policy and Field Education; 2) identify in the official national documents the policies for the continuing training of mathematics teachers working in schools in the Parintins-AM countryside; 3) examine as the Municipal Education Department of Parintins-Am develops a policy of continuous training for mathematics teachers at the field school in the 2nd segment of elementary education; 4) discuss the approaches, distances and contradictions between the teacher’s perception about mathematics training and what is prescribed by the institutional documents of the municipal education department. The following methodological procedures were used: Bibliographic research based on the authors who support the research are: Arroyo, Borges, Caldart, Molina, D'Ambrosio, Bicudo, Teixeira Marx, Engels, Brito, Nunes, among others. We also work with documentary research taking as reference the institutional documents aimed at the 2nd segment of elementary education. It is a qualitative research, of documentary and empirical nature. The study involved: (i) survey and analysis of theoretical references about Mathematical Education, Field Education and continuing education policies; (ii) examination of official national and municipal documents that guide teacher training; (iii) analysis of institutional documents from the Municipal Department of Education of Parintins-AM; and (iv) application of a questionnaire to teachers who work with the discipline of Mathematics in field schools. The data analysis procedure was based on a perspective of historicaldialectical materialism as a method, articulating empirical findings to theoretical 9 foundations and educational norms, with a view to identifying approaches, distances and contradictions between what is prescribed and what has been experienced. It is concluded that the materialization of the policy of continuing education in Mathematics in the investigated municipality presents institutional advances at the normative level, but still faces challenges regarding the consolidation of a contextualized formation, critical and articulated to the socioterritorial realities of rural schools. The study points to the need for strengthening specific training policies, which recognize local knowledge as legitimate dimensions of mathematical knowledge and promote greater coherence between official guidelines and pedagogical practice.