O ensino de Matemática no contexto pós-pandemia da Covid 19 na perspectiva de professoras alfabetizadoras da rede municipal de ensino de Corumbá-MS

Abstract

This dissertation is linked to the Master's in Education course of the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus, area of concentration in Social Education, in the Research Line Educational practices, teacher training(as)/educators in school and non-school spaces. The research sought to understand the challenges faced by teachers when teaching Mathematics during the literacy period, which worsened with the pandemic resulting from Covid-19, becoming clearly evident in the return to face-to-face classes. This not only complicated the mediation of knowledge, but also increased the learning gap, negatively affecting the cognitive and emotional development of students at this crucial stage of educational training. To this end, there is the following mediating question: what actions were adopted by teachers in initial elementary school classes, specifically with children aged between 6 and 9 years old (1st to 3rd year), to recover gaps in learning? of Mathematics? The general objective of this study was to understand the view of literacy teachers on teaching Mathematics in the Initial Years of Elementary School in the municipal education network of Corumbá-MS in the post-pandemic context. The specific objectives were: (i) to understand the training and professional profile of the literacy teachers participating in the study; (ii) survey the strategies used by literacy teachers in teaching Mathematics in classes from the 1st to the 3rd year of Elementary School from 2022 onwards, upon the return of face-to-face classes; (iii) identify the challenges of teaching Mathematics in the post-pandemic context presented by literacy teachers; (iv) reflect on the training needs of literacy teachers to work in teaching Mathematics after the return of face-to-face classes, in the post-pandemic context. To achieve these objectives, the research focused on the analysis of pedagogical practices and teaching strategies used by teachers in this adverse context. Aspects such as the adaptation of teaching methods to remote education, the use of digital technologies and the reorganization of curricular content were considered. The research also sought to identify the main obstacles faced by teachers when returning to face-to-face classes, when they verified students' knowledge levels and socioeconomic disparities that affected access to quality education. In a qualitative approach, semi-structured interviews were carried out with teachers who worked in 2022 and 2023 in literacy classes (1st, 2nd or 3rd year of Elementary School I) and agreed to participate in the study. The analysis of data from this research focused on contributing to a reflection on the topic, with a view to promoting a new look at learning in the post-pandemic context. The results indicate the need for encouragement and changes to the development of teaching practices that require adaptations and pedagogical innovations, especially with regard to the practical training of teachers. These trainings should be aimed at encouraging students to understand Mathematics in a contextualized way, and in order to understand and perceive it in their daily lives.