AS POTENCIALIDADES DA ESPIRAL FORMATIVA NA FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DE MATEMÁTICA: um processo reflexivo e colaborativo no movimento de pesquisar e formar

Abstract

This research was developed in the Graduate Program in Mathematics Education, at the Mathematics Institute (INMA) of the Federal University of Mato Grosso do Sul (UFMS), linked to the Formation and Mathematics Education research group (FORMEM/CNPq). This investigation had, as an object of study, the formation of Mathematics teachers, both initial and continuing, with theoretical basis in historical-dialectical materialism, in a collaborative research, which sought to understand the potential of the formative spiral in initial and Mathematics teachers continued as a reflective and collaborative process in the research and training movement. In this context, the central question is: How does the formative spiral enhance the understanding of the movement of researching and training during the initial and continuing education of Mathematics teachers? As a methodological framework, the formative spiral and its procedures for data production were used: planning, class development, interview, reflective session, new planning, new class development, new interview, new reflective session and final interview. The research was carried out in a class of the Supervised Curriculum Internship III discipline in the Mathematics Licentiate Course at UFMS, Campo Grande campus, together with twelve students, the researcher, the guiding teacher and two teachers from the state school system in the municipality of Campo Grande, MS. Data were analyzed from videotaped meetings and press conferences. During data analysis, the following categories emerged: need and causality; planning and the participatory and collaborative dialogic subcategories; reflection and the technical, practical and critical subcategories; and possibilities for transformation. From these categories, it was understood that the formative spiral enhances critical reflection in the initial and continuing education of Mathematics teachers, mobilizing knowledge and teaching practices, which favor the possibilities of transformation in strategies, teaching methodology, planning, participation students during classes and in the teaching-learning process. It is concluded that, in initial and continuing education, the formative spiral is a path to be followed by schools together with the university, because, as training agencies, they must develop, in daily school life, this training process, which enables teachers to understand their role, developing, based on the needs of students and the community, a transformation of themselves and their realities. Therefore, the formative spiral is a new theoretical and methodological path, which, through collaborative work in a reflective movement, enables the development of the formation of Mathematics teachers.