Mobilização de saberes docentes dos(as) professores(as) de matemática que participaram do Programa Nacional de Formação de Professores da Educação Básica – PARFOR/AM

Abstract

The objective of this research was to understand how Mathematics teachers of Basic Education in the municipality of Itacoatiara-AM, who participated in the National Program for the Formation of Basic Education Teachers (PARFOR), produced and/or mobilized their knowledge teachers. Aiming to answer the research problem “how did the Basic Education Mathematics teachers in the city of Itacoatiara-AM professionally develop, produce and/or mobilize teaching knowledge when participating in the PARFOR Program?” and to defend the Thesis that Mathematics teachers of Basic Education perceived both contributions and limitations of the training offered by PARFOR, which impacted their professional development and influenced the production and mobilization of their teaching knowledge. The theoreticalepistemological framework is based on the constitution of the necessary knowledge and/or specialized knowledge of the Mathematics teacher. The methodology was a Case Study, with a qualitative approach, with: documentary research of material about the Program; semi-structured interviews with an institutional coordinator, four former teachers and five former teachers; electronic questionnaires; autobiographical narratives; observation of online classes; lesson plan and/or didactic sequences; assessment of specialized knowledge with ten professors; researcher's logbook. The interpretative analysis focused on data triangulation through didactic analysis and construction of categories arising from the confrontation with theoretical references on teaching knowledge and specialized knowledge of Mathematics teachers. The results indicated that, despite the difficulties and limitations presented, the teachers built and mobilized their knowledge during their training and in the teaching practice. Such knowledge constituted indicators for teachers to develop professionally expressed in their specialized knowledge and in their pedagogical practices.