This paper reports research on the practice of continuing education of teachers who work in the early years of elementary school (EF), developed in a specialization course in mathematics education for the early years of elementary school at the Institute of Mathematical and Scientific Education (IEMCI). ) of the Federal University of Para (UFPA). It is, therefore, a qualitative investigative course, in the action research modality, whose objective was to investigate in what terms the Theory of Didactic Situations can help in the continuous formation of teachers for the teaching of addition and subtraction operations in the early years. Elementary School, having as organizing lenses these practices, Brousseau's Theory of Didactic Situations (TSD). Over the four months, from March to June 2018, in which we were in the classroom, the actions were followed up and recorded through a questionnaire, audio recording and material produced by the teachers, as well as the researcher's personal notes in a notebook. field. The collected material was treated and organized into categories, which wereanalyzed mainly, but not exclusively, from the theoretical framework built for this purpose. Narrative analysis reveals that teachers need to know the object of knowledge, as well as to establish a relationship with their teaching, that is, to know to organize didactically the knowledge for students to learn.
|
