Banca de DEFESA: CARMÉLIA REGINA SILVA XAVIER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CARMÉLIA REGINA SILVA XAVIER
DATE: 26/06/2020
TIME: 08:00
LOCAL: Videoconferência: http://meet.google.com/nhn-jvte-bro
TITLE:

CONTINUED IN-SERVICE TRAINING FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS OF FUNDAMENTAL EDUCATION

KEY WORDS:

Continued teacher education.  Mathematics.  Professional development.  Statistical concepts.

PAGES: 287
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The continued training of teachers who teach mathematics in the early stages of elementary school can provide moments of reflection on teaching practice regarding this curricular component, depending on the way in which this statement was organised and mediated with teachers. Thus, the central question of this research is: How can the continuing and in-service training of teachers who teach mathematics, in the initial stages, be planned and executed in order to provide the professional development of teachers? to this end, it was defined as a general objective, to analyse the continuing education in service of statistical literacy for the professional development of teachers who teach Mathematics in the initial stages of Elementary School. In order to achieve this objective, the following specific objectives were outlined: i) to investigate teachers' knowledge of statistical concepts;  ii) to carry out continuous in-service and collaborative training within the school environment;  iii) to reflect on the results brought by the training for the teacher's teaching practice. The difference in the proposal is the fact that the training took place in the workplace of the teacher-collaborators and was developed with and for the teachers, starting from the reality in which they live, in a municipal school in Natal / RN. according to Gil (2010), the research is classified in a qualitative approach, focused on the interpretation and understanding of a certain reality, with the intention of intervening and transforming the practice that occurred in the research locus. With an emphasis on continuing education and professional development of teachers, who teach Mathematics in the early stages of elementary school, the research took place contemplating elements of collaborative research. For Ibiapina (2004), in addition to cognitive development, a research so classified also includes interpersonal relationships between school subjects and between them and researchers making individuals advance in their levels of development, through the mediation of others. This master's work was theoretically supported by some authors who deal with the continuing education of teachers who teach Mathematics from the perspective of professional development, such as Ponte (2014), Fiorentini and Crecci (2012), Imbernón (2010, Clarke and Hollingsworth (2002)  and Day (2001). As for the statistical concepts to be worked on in the early years of elementary school, the authors used for the foundation were Cazorla (2010), Conti (2016) and the National Common Curricular Base, - BNCC (2017). The results of the research show that teachers recognise the benefits provided by the training process for their classroom practice, the challenges for their own learning, in the case of this research in Statistics, help in overcoming difficulties, improvements in practice and reflections  teaching. In view of the validation, on the part of the collaborators, of all these elements, it was verified the effectiveness and the importance of a continuous formation occurred in the school environment. The structure for the development of this training can be found in Appendix A of the dissertation.

BANKING MEMBERS:
Presidente - 2178446 - DENNYS LEITE MAIA
Interna - 2313711 - FLAVIA ROLDAN VIANA
Externo à Instituição - EURIVALDA RIBEIRO DOS SANTOS SANTANA - UESC
Externa à Instituição - IVANILKA LIMA DE AZEVEDO - UFRN