Contribuições do PNAIC 2014 nas práticas matemáticas de um grupo de professoras alfabetizadoras

Abstract

The following master’s thesis presents the results of a qualitative study, developed within the Postgraduate Program in Mathematics Education from the Federal University of Pelotas (UFPel), in the Teaching and Learning Processes on Mathematics Education line of research. The general objective of this study was to identify how a group of polyvalent teachers assimilate the PNAIC’s contributions into their teaching practices, concerning mathematics education in the initial years and having the mathematical alphabetization as the central thematic. The participants of this research are a group of polyvalent teachers working in a public school from the state of Rio Grande do Sul, and that are also participants of a project that develops the continued training of these professionals. We present the characteristics of this training project – that was applied for teachers working with alphabetization cycles from all over the country – specifically in the year of 2014, and we also describe how this training program took place within the Federal University of Pelotas, the training center for the participants of this research. In this work we also present a discussion about training processes and the knowledge required for teaching. The data collection was performed through questionnaires and the data analysis was via Content Analysis. As the main results, we can point out that the PNAIC was an important space for the mobilization of the teaching knowledge and that such project influenced the practices of the participants, since the teachers understand that the main contributions of the program into their practices were the use of games and concrete material and also the use of ludic activities, that is, within the field of curricular knowledge, not highlighting significant contributions concerning these teacher’s knowledge of mathematical contents.