Formação continuada de professores de matemática da educação básica: um estudo sobre a iniciativa foco na aprendizagem 2021

Abstract

The present dissertation is a research aimed at developing, in an educational context, a brief discussion about the Basic Education teacher training policies implemented in Brazil, narrowing a study to those aimed at continuing education and particularizing this discussion in a study on the contributions of the Program Focus on Learning Initiative, a Continuing Education program implemented in the State of Ceará, based on a survey carried out by a group of teachers who work in the teaching network of the 4th Education Development Coordination, who participated and participate in its actions, in what it refers to the improvement of their training and teaching practices. Indeed, in order to meet the objectives that have been listed in this dissertation, we have organized its text as follows. When developing the course of work, a study is carried out on the current profile of Mathematics teacher in Basic Education in the face of the challenges he has faced in his career. Then, a debate is made about the importance, the historical context and the main current policies of basic education teacher training in Brazil. Still in its development, it discusses the implementation of the Chief Scientist Program in Basic Education, a government policy. In a specific topic, the Focus on Learning Program is presented, aiming to analyze the perceptions of this program in the 4th Regional Coordination of Education Development. The methodology used for the development of this work is qualitative, descriptive and exploratory, in which it was used a literature review on the subject and an empirical study, starting from a survey of a group of teachers who participate in the program, after the application of a questionnaire. Regarding the IFA, the results shown here suggest that the continuing education program had a significant contribution to the teaching practice of teachers, regarding its organization, structure, methodology and materials used in the meetings, although some list some difficulties in achieving their results. , which means that continuing education alone does not address issues related to the quality of teaching and learning in schools.