FORMAÇÃO PERMANENTE DE PROFESSORES DE CIÊNCIAS E MATEMÁTICA NO CONTEXTO SUL-AMAZÔNICO: UM NOVO OLHAR PARA AS PRÁTICAS PEDAGÓGICAS

Abstract

This thesis investigates the continuous professional development of Natural Sciences and Mathematics teachers from the perspective of the Theory of Objectification in the southern Amazonian context. It was developed based on the following research question: how can the Theory of Objectification contribute to giving new meanings to the pedagogical practices of Natural Sciences and Mathematics teachers in the context of rural, riverside, and urban schools? To answer this question and make this study feasible, the general objective was established to analyze the contributions of the Theory of Objectification to the pedagogical practices of elementary school teachers in the teaching and learning of Natural Sciences and Mathematics in the context of rural riverside, and urban schools. This is a study on continuous professional development in which the Theory of Objectification (TO) was chosen for the theoretical and methodological foundation of the research and for the training offered, due to its philosophical, ontological, and epistemological stance in proposing new meanings to the concepts of knowledge and learning, as well as the teaching-learning process. The choice of TO was made considering education as a political, social, historical, and cultural effort for the dialectical formation of reflective and ethical subjects, providing new possibilities for action and thought through human, practical, concrete, and sensitive activities. In this context, students and the teacher work together towards a common group goal, guided by a community ethic. Thus, learning occurs in the activity (Joint Labor), as it is the unit of analysis proposed by TO, with data collection mainly obtained from participant interactions through relevant episodes. The participants in this research were elementary school teachers from rural riverside schools, in-service teachers, and undergraduate Mathematics students who carried out their internships in the urban area. The continuous professional development proposal was offered through an extension project at the Humaitá Higher Education Center of the State University of Amazonas, where the training meetings were held. The project was developed over 24 months and in four phases, in the years 2022 and 2023. Initially, the results of Phase I (diagnosis) showed that the practices of these teachers were based on transmissive approaches with an emphasis on technical rationalism and a technical specialist teacher profile. In Phase II (teacher training from the perspective of TO), the need to resume discussions and reflections regarding the differentiation of knowledge and understanding, as well as the teaching-learning process from the perspective of TO, was identified throughout all the meetings to counter the conception of learning as knowledge acquisition by the teachers. Regarding Joint Labor, reflections emerged that contributed to the awareness of this knowledge from the perspective of TO. In Phase III (planning and collective applications), teachers and students had many difficulties in creating a Teaching and Learning Activity (TLA) task because they were not used to working and planning this way. However, they overcame these difficulties with the “shoulder to shoulder” interaction of the training teacher in Joint Labor. Phase IV addressed the new planning and application of AEAs. The analysis of the application of the teaching and learning activity (TLA III) in the school by group 3 (G3) demonstrated the movement of children towards the meeting of Science and Mathematics knowledge, motivated by the way the teacher and students worked in small groups, which strongly impacted the school, as evidenced by the interest shown by the pedagogue in the proposal. Finally, changes were observed regarding how teachers initially perceived and developed their classes, recognizing that their students' attitudes, even in groups, were individualistic and beginning to reflect on their practices. The involvement and mobilization of the students also stood out, as they took the ideas of TO beyond the training and internship classes into planning and implementing actions for school reinforcement, considering collective work and the students' context.

Keywords: teacher training, Riverine rural schools, Theory of Objectification, Joint Labor, Community ethics.