Formação de professores de matemática que atuam na Educação de Jovens e Adultos com discentes cegos por meio da Sequência Fedathi

Abstract

The teaching of mathematics itself presents itself in some situations as exclusionary and people who do not master mathematical concepts tend to move away and resist this knowledge. In this sense an erroneous or demotivating pedagogical practice may develop in students opposition and resistance. This study aimed to verify the contribution of the FEDATHI Sequence teaching methodology on the pedagogical practices of teachers who teach visually impaired students in the Youth and Adult-EJA classes. Therefore, a continuous formation of the mathematics teacher was developed from the perspective of teaching mediation, aiming to favor the learning of mathematical concepts by the visually impaired in a way that is meaningful. As bibliographic references that address mathematical learning by the visually impaired, teacher education and the FEDATHI Sequence methodology reference, we use authors such as: Brandão (2010), Amiralian (1997), Magalhães (2015) Nóvoa (1992, 1999), Tardif (2002 , 2014), Pimentel (2012), Santana (2003) Bentes (2013) Lima (2007) Santos (2007), among others. The research was defined qualitative, guided by the exploratory research procedures, in the form of case study with research locus a continuous teacher training course offered by the research group G-TERCOA (Group Weaving Cognitive Learning Networks) of the Faculty of Education. from the UFC. Among the different techniques and instruments used for data collection, we performed participant observation, interview, and analysis of post-training training discussions collected on the virtual teleduc multimedia platform. We chose to take as a guide the content analysis by Bardin (2011), which represents an analysis methodology in which we analyze what was said in the interviews and during the training course, as well as the observations developed in the training process by the researcher. Thus, the results of the interviews and discussions of teacher education were ratified and presented through the thesis report. It is concluded that from the continuing education favored the teacher a change of attitude and posture in front of their pedagogical practices.