This is a research of a qualitative nature, in the narrative modality, that deals with a formative
experience (continuous training course) developed with a group of teachers, who teach
mathematics in the initial years of elementary education, in a work context. Objective: To
understand the formative aspects in a continuing training course, mediated by Origami and
Digital Technologies, that contribute to other / new teacher perceptions about the teaching of
Geometry in the Early Years of Elementary School. I developed a design of formation
inspired by the Historical-Cultural Theory of Vygotsky and in the historical-critical Pedagogy
of Demerval Saviani, which is based on five moments: life experience and formation -
sensitization for (self) formation - theoretical and practical materialization - learning -
socialization. The instruments used were: field questionnaire, training diary, reflexive
memorials, audiovisual records and interview. Discursive Textual Analysis was used as
methodology for qualitative analysis. By impregnating myself and analyzing all empirical
material, I gave way to three axes of analysis: i) Life experience and training with Geometry:
from Basic Education and initial formation to teaching practice; ii) Origami and digital
technologies: mediating instruments for the teaching and learning of geometry; iii) Teaching
perceptions about the formative process: narratives that express the new / other reflections
about the continuous formation in mathematics. Among the reflections and reflections made
from this formative experience, I emphasize that the teachers experiencing such a course of
continuous formation could be inferred that: i) there were advances in understanding in the
process of teaching and learning geometry; ii) there was a development of specific knowledge
of the content, indicating that the reasons that led teachers to work in a limited way resided in
their reductionist understanding of geometric content; iii) when involved in a process of
interaction mediated by a more experienced person and by didactic resources capable of
providing study, discussion and reflection of the mathematical object, the learning occurs in a
satisfactory manner, acting in the PDZ of each investigated subject; iv) the training
corroborated the professional development of teachers and recognition of the social role of
teachers; v) continuing training in a work context should be designed to be developed in a
collaborative and participatory manner, considering that the subjects involved should be
valued and respected as the important agents that are part of this process; vi) It is necessary to
think that a training full of senses is permeated by appreciation, respect, interaction, exchange
of experiences, training in the context of work and recognition of the teaching profession.
|
