Os saberes e práticas sistêmicas no processo de formação inicial e continuada de professores que alfabetizam matematicamente

Abstract

This research, which is part of the research field of Mathematics Education, has as its theme and seeks to answer the following question: “What are the systemic knowledge and practices that are inserted in the process of initial and continued formation of teachers who teach mathematical literacy?” Therefore, it aimed to analyze the knowledge and curricular and systemic practices in the process of initial and continued formation of teachers who teach mathematical literacy. Guided by the general objective and research problem, we built the specific objectives in order to (i) discuss the initial and continued training of teachers who teach literacy in Mathematics; (ii) present the systemic knowledge and practices contained in the perception of academics of the Pedagogy course; (iii) debate the curricular and systemic knowledge and practices contained in the Pedagogical Project of the Pedagogy Course for the year 2019; (iv) discuss the relationship of the systemic process as a teacher training tool; and (v) describe the systemic construction that teachers of first year classes carry out in the process of Mathematical Literacy. The methodological focus is based on phenomenology with a qualitative approach and the use of literature review and field research, through semi-structured interviews with six teachers of classes of the first year of schooling of Elementary School of three public schools in the municipality of Montes Claros /MG, as well as questionnaires applied to seventeen Unimontes academics from the 5th to 8th periods of the Pedagogy Course and the historical document analysis of the Political Pedagogical Project of the Pedagogy Course of the year 2019. As a result, we found that there are several types of knowledge and systemic practices inserted in the process of initial and continued training of teachers who teach mathematical literacy, for example, the attentive look at the relationship between teaching, learning, family and school and the non-judgment of learning difficulties and the students' family context of difficulties of learning and the acknowledgment of the teaching profession as a special role essential in the classroom. We then conclude that Systemic Pedagogy has been consolidating over the last few years in the scope of Education in Brazil as a posture in the classroom.