"O Projeto de Estudos e Intervenção Pedagógica (PEIP)" : o que dizem professores de matemática do ensino médio de uma escola estadual do estado de Mato Grosso

Abstract

This research aims to investigate the continued education of mathematics teachers in High School, proposed by the State Department of Education of Mato Grosso (SEDUC / MT) in 2016, entitled: Study Project and Pedagogical Intervention (PEIP). The referred formacion establishes studies, researches and projects of interventions focused on the analysis of students' learning needs, seeking to overcome the diagnosed difficulties and / or potentialize learning. The inquiry that guided the research was thus formulated: How the High School Math Teachers, of a state school, located in the municipality of Paranaíta, understand and send the Project of Studies and Pedagogical Intervention (PEIP), established by SEDUC / MT? We support for data analysis in high school studies and about mathematics in Ramos (2004), Paglia (2015), Krawczyk (2011), Kuenzer (2009, 2017), Freitas (2014), Mota and Frigotto (2017), D`Ambrosio (2006, 1999), Lopes (2011), Santos (2014), Nacarato, Mengali and Passos (2011), Miorin (1998). In the discussions of initial formation and formation continuing, realized in school, we base in Imbernón (2009, 2010, 2011, 2016), Garcia, C. (1999), Nóvoa (1995), Gatti and Barreto (2009) and Fiorentini e Lorenzato 2005) and in the studies of Nacarato (2006), Nacarato and Paiva (2013), Palma (2010) on formation continuing in mathematics. It is treat a research with a qualitative approach, type case study. The research was carried out with two teachers of the only state school, of the urban perimeter, in the municipality of Paranaíta/MT. For the production of the data we used questionnaires, semistructured interviews, planning, projects of pedagogical interventions, ordinance that normalized the formacion; result of the Diagnostic Assessment of State Public Education of Mato Grosso (ADEPE-MT), documents produced during the formation continuing as well as the field notebook. The data analyzed were organized in two axes: Experiences of teachers in the training process and The process of construction, execution and evaluation of PEIP: what teachers say. The data indicate that the studies did not arise from a proposal derived from the formative needs of the teachers, as well as the methodology presented in the training did not meet the expectations of the teachers. The data of ADEPE-MT, were not considered as significant for the analysis and planning of students' learning needs, the fill of fiches and model reports was not considered as a formative action; the formacion mathematics specific was not contemplated; the absence of the coordinator at the meetings made it difficult to develop the training. In addition, the school was not associated as a place of formation, because it did not make it possible to solve the problems that arose during the pedagogical do. We conclude that teachers do not consider PEIP as a formacion that has contributed to the expansion of knowledge for teaching in math classes.