Saberes Docentes de Professores de Matemática nos Anos Finais do Ensino Fundamental

Abstract

Going through the field of teaching knowledge is a task that leads us to carry out constant reflections on our formative and professional path, imbricated by the contexts in which we were/are inserted, especially when we can see ourselves at various times through the voices and practices of teachers who constitute their pedagogical and didactic actions with the teaching and learning of Mathematics, both in Higher Education and in Basic Education. In this regard, in order to highlight the teaching knowledge of mathematics teachers in the final years of elementary school, we ask ourselves: What teaching knowledge do Mathematics teachers of the Final Years of Elementary School mobilize in teaching practice? To this end, we aim to: Understand the teaching knowledge resignified, in the practice of Mathematics teachers in the Final Years of Elementary School. In order to meet the intentions of this research used the qualitative approach, through participant research. Having as information collection technique the individual interview, complemented with participant observation, field diary and voice recorder. For this, we counted on the participation of three mathematics teachers who work at Colégio Campos Brasil, a school unit of the state public network in the city of Araguaína, state of Tocantins. For the analysis of the interviews conducted with these teachers and the observations inherent to the teaching activities, we used the Discursive Textual Analysis, taking into account the elements: unitarization, categorization and communication, which provided the construction of the following categories: (i) From the option for teaching to the constitution of teaching knowledge in initial training; (ii) Teaching knowledge constituted, mobilized and resignified with classroom practices; and (iii) Teaching knowledge of experience and its implication in the search for professional development and improvement of mathematics teaching. The results made it possible to relate the performance of the participating teachers in the classroom with the students during the mathematics teaching and learning process, with the mobilization of knowledge both from their contexts, realities and personal interests and from initial training. From this, we understand the teaching practice of these teachers as a formative and catalyzing movement of knowledge that directs and constitutes them as reflective teachers in teaching activity, also corroborating with the professional development of being and being a mathematics teacher in the spaces of school and teaching.