Tendências pedagógicas e alternativas metodológicas: concepções docentes em um curso de formação continuada

Abstract

Developed in a city in the north of Espírito Santo, this research section investigates the conceptions of Basic Education mathematics teachers in relation to Problem Solving (RP) and Mathematical Investigation (IM). As justification, the relevance of the teaching role in the insertion of methodological alternatives in mathematics classes and how conceptions influence their choice and insertion and the need for continued training to disseminate these methodologies are highlighted. The guiding question aims to answer: “What conceptions about some methodological alternatives in Mathematics Education are identified during a continuing training course for mathematics teachers in Basic Education in the state network of Espírito Santo?”. Characterized as qualitative and exploratory in nature, the research methodology uses various means as data collection instruments: questionnaires, videos, images, texts and interviews. Discursive Analysis (DA) supported the analysis of the data, collected during training provided by the researcher. The initial considerations highlight that the participants before the training had simple conceptions about the methodologies covered and after the training, more consistent theoretical foundations were identified, which enabled the relationship between the teachers and the practice of these methodologies. The planning and development time of these methodologies was highlighted as a strong concern on the part of the participants and from the analyzes it was possible to conclude that factors inherent to the theoretical conceptions of teachers impact the choices of methodologies. Investigating the factors that govern teacher time and planning constitutes an element for future research.