Práticas pedagógicas de professoras que ensinam matemática nos anos iniciais do ensino fundamental

Abstract

The research is based on a study of the pedagogical practices of four (04) teachers who teach mathematics in the early years of elementary education, specifically, in 5th grade classes, in three schools in the urban area of the city of Colorado do Oeste-RO. The question that configured the research problem is: how do female teachers understand the pedagogical practices in teaching mathematics in the early years of elementary school? The general objective was to analyze the teachers' understanding of the pedagogical practices in the teaching of mathematics in the early years of elementary school. The theoretical contributions were aligned with the ideas of Freire (2001, 2017, 2019, 2020), Veiga (1992), U. D'Ambrósio (1993, 1996, 2016, 2019), Abrantes, Serrazina and Oliveira (1999), Skovsmose (2007, 2008, 2013), Contreras (2002), Tardif (2014), Caldeira and Zaidan (2010, 2017), Alro and Skovsmose (2010), Franco (2010, 2012a, 2012b, 2016, 2017, 2019), Vieira and Zaidan (2013), Libâneo (2013), Selbach (2015), Nacarato, Mengali and Passos (2019), among other authors, who theoretically supported the research. The work was configured in a qualitative methodological approach based on Bogdan and Biklen (2010), André (2013), Chizzotti (2014), Ludke and André (2022), by which the data were constituted through virtual environment as a result of the Covid-19 pandemic. The instruments of data production occurred from the application of a questionnaire via Google Forms, semi-structured interviews via Google Meet and document analysis. The data analysis was performed through the interpretative method of content analysis of Bardin (2016), with the creation of thematic topics from which the categories of analysis emerged. The results indicate that the teachers' manifestations, armed with their formative experiences, their knowledge and know-how for teaching mathematics, built along their trajectory, are still closer, to a lesser degree, to a conception of pedagogical practice from a critical perspective, although the teachers show a concern and a reflective look at the importance of mathematics in the social context. The understanding of pedagogical practice in mathematics teaching needs to be redefined, while the promising spaces for this redefinition are, besides the schools themselves, the moments of continued education and even the initial training courses, which need to reflect and discuss the critical perspective in education, emphasizing transformative mathematical learning. Since not every teaching practice is a pedagogical practice, and not every practice leads to transformation, we believe that this study allowed us to analyze that pedagogical practices in mathematics teaching still need to be understood as social practices that, when objectified from a critical perspective, become pedagogical practices that intend to give new meaning to the students' mathematical learning. Finally, we hope that this study contributes to new reflections and new investigations about pedagogical practice and its role in mathematical learning and to the formation process of teachers who teach mathematics in the early years of elementary school.