Um caminho, um olhar, um novo fazer: narrativas de professores após formação continuada sobre Educação Estatística Crítica
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2020-12-17
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo analisar as narrativas de cinco professores que ensinam Matemática das seguintes modalidades: educação infantil, ensino fundamental (séries iniciais e finais), ensino médio e educação de jovens e adultos (EJA) na Baixada Santista, após uma formação continuada sobre Educação Estatística. Diante desse quadro, buscamos respostas para as seguintes questões de pesquisa: por meio de reflexões, expressas em forma de narrativas, como os professores que ensinam Matemática examinaram, refletiram e se posicionaram sobre a implementação de ações pedagógicas na perspectiva da Educação Estatística Crítica para alunos da educação básica? E, quais elementos estabelecem as dimensões pessoais e profissionais desses professores ao proporem práticas pedagógicas que estimularam o desenvolvimento da competência crítica? Para tanto, a formação continuada, oferecida aos docentes, buscou propiciar momentos em que eles narrassem suas experiências e, ao mesmo tempo, refletissem sobre suas ações. Priorizamos a Educação Estatística por entender que, ao propor ações voltadas nessa vertente, o professor cria possibilidades para o desenvolvimento da competência crítica, que é importante para todos, pois valoriza o diálogo, cria pontes e traz ao entendimento o apreço e o valor das vozes. A formação continuada foi constituída de 40 horas sendo 24 horas presenciais com estudos voltados à Educação Matemática Crítica, Modelagem Matemática, Educação Crítica e Educação Estatística e 16 horas à distância para o desenvolvimento das ações nas unidades escolares. Durante esta formação, os docentes tiveram como proposta atividades voltadas para um ensino crítico, reflexivo e dialógico; além disso, foram oportunizados, durante os encontros, momentos para que os professores formulassem, aplicassem, discutissem, reformulassem e voltassem a discutir projetos no contexto da Educação Estatística Crítica. Nossa pesquisa está dentro do contexto qualitativo em uma vertente participante, pois a pesquisadora fez parte da formação continuada oferecida aos professores. Assim, optamos por abordar narrativas de três formas: (1) como geração e coleta de dados - o método; (2) como reflexão e formação docente - a aplicação; e (3) como produto sobre acontecimentos relacionados à Educação Estatística Crítica - o contexto. Ao adotar as narrativas como objeto de estudos de autoformação e de transformação nos fez perceber que implica levar em consideração as dimensões pessoais e profissionais de cada professor participante. Dessa forma, destacamos aspectos referentes ao reconhecimento, à autovalorização, à resistência, à voz, à crença e aos momentos de insubordinação criativa diante de práticas que envolveram a Educação Estatística Crítica. Além disso, ressaltamos como por meio das narrativas esses professores expuseram suas experiências que reverberaram nas experiências da pesquisadora-formadora.
This research aimed to analyze the narratives of five teachers who teach Mathematics in the following modalities: early childhood education, elementary education (initial and final grades), high school and youth and adult education (EJA) in Baixada Santista, after continuing training on Statistical Education. In this context, we seek answers to the following research questions: Through reflections, expressed in the form of narratives, as the teachers who teach mathematics examined, reflected and positioned themselves on the implementation of pedagogical actions in the perspective of Critical Statistical Education for students basic education? And, what elements establish the personal and professional dimensions of these teachers when proposing pedagogical practices that stimulated the development of critical competence? To this end, continuing education, offered to teachers, sought to provide moments when they narrated their experiences and, at the same time, reflected on their actions. We prioritize Statistical Education because we understand that, when proposing actions focused on this aspect, the teacher creates possibilities for the development of critical competence, which is important for everyone, because it values dialogue, creates bridges and brings the appreciation and value of voices to understanding . Continuing education consisted of 40 hours, 24 hours in person with studies focused on Critical Mathematics Education, Mathematical Modeling, Critical Education and Statistical Education and 16 hours at a distance for the development of actions in school units. During this training, the teachers proposed activities aimed at critical, reflective and dialogical teaching; in addition, during the meetings, moments were provided for teachers to formulate, apply, discuss, reformulate and return to discussing projects in the context of Critical Statistical Education. Our research is within the qualitative context in a participant way, as the researcher was part of the continuing education offered to teachers. Thus, we chose to approach narratives in three ways: (1) how to generate and collect data - the method; (2) as reflection and teacher training - the application; and (3) as a product about events related to Critical Statistical Education - the context. By adopting narratives as the object of self-training and transformation studies, we realized that it implies taking into account the personal and professional dimensions of each participating teacher. Thus, we highlight aspects related to recognition, self-worth, resistance, voice, belief and moments of creative insubordination in the face of practices that involved Critical Statistical Education. In addition, we emphasize how, through the narratives, these teachers exposed their experiences that reverberated in the experiences of the researcher-trainer.
This research aimed to analyze the narratives of five teachers who teach Mathematics in the following modalities: early childhood education, elementary education (initial and final grades), high school and youth and adult education (EJA) in Baixada Santista, after continuing training on Statistical Education. In this context, we seek answers to the following research questions: Through reflections, expressed in the form of narratives, as the teachers who teach mathematics examined, reflected and positioned themselves on the implementation of pedagogical actions in the perspective of Critical Statistical Education for students basic education? And, what elements establish the personal and professional dimensions of these teachers when proposing pedagogical practices that stimulated the development of critical competence? To this end, continuing education, offered to teachers, sought to provide moments when they narrated their experiences and, at the same time, reflected on their actions. We prioritize Statistical Education because we understand that, when proposing actions focused on this aspect, the teacher creates possibilities for the development of critical competence, which is important for everyone, because it values dialogue, creates bridges and brings the appreciation and value of voices to understanding . Continuing education consisted of 40 hours, 24 hours in person with studies focused on Critical Mathematics Education, Mathematical Modeling, Critical Education and Statistical Education and 16 hours at a distance for the development of actions in school units. During this training, the teachers proposed activities aimed at critical, reflective and dialogical teaching; in addition, during the meetings, moments were provided for teachers to formulate, apply, discuss, reformulate and return to discussing projects in the context of Critical Statistical Education. Our research is within the qualitative context in a participant way, as the researcher was part of the continuing education offered to teachers. Thus, we chose to approach narratives in three ways: (1) how to generate and collect data - the method; (2) as reflection and teacher training - the application; and (3) as a product about events related to Critical Statistical Education - the context. By adopting narratives as the object of self-training and transformation studies, we realized that it implies taking into account the personal and professional dimensions of each participating teacher. Thus, we highlight aspects related to recognition, self-worth, resistance, voice, belief and moments of creative insubordination in the face of practices that involved Critical Statistical Education. In addition, we emphasize how, through the narratives, these teachers exposed their experiences that reverberated in the experiences of the researcher-trainer.
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Educação estatística crítica, Educação crítica, Formação continuada de professores, Narrativas, Modelagem matemática, Critical statistical education, Critical education, Continuing teacher education, Narratives, Mathematical modeling