Formação continuada de professores de matemática na EFAP : os significados de um grupo de professores
Fecha
2015-08-14Autor
Rocha, Gisele Dionísio Ferreira da
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This research, qualitative in nature, seeks to answer the question: What are the meanings
given by a group of teachers in relation to continuing education offered by participating in
EFAP – Training School and Teacher Improvement? For this, we build a theoretical
referential grounding the basic elements related to continuing education of teachers in the last
40 years to the current concepts of continuing education. We draw a panorama of public
policy of the State Department of Education SEE-SP contextualizing the creation of EFAP.
We address the professional development of mathematics teachers and pointed out the issue
of reflective teacher. The investigation was performed considering proposals for continuing
education promoted by EFAP during the years 2009 to 2013. For to know the profile of math
teachers involved in these continuing education courses we applied a questionnaire to twentyfive
teachers. We selected five persons of group of teachers interviewed to deepen our data
collection with interviews. To grasp the understanding of teachers about continuing education
courses realized by them, the research uses the production concepts of senses and meanings
present in the cultural-historical perspective of Vygotsky (2008). We drive us in Bardin
(1997) for data analysis. In general, the development of research allowed us to conclude that
the meanings attributed by teachers to continuing education courses offered by EFAP are
related to a number of factors such as contact with peers, hands-on activities, certification and
new knowledge in relations to pedagogical and didactic discussions.