Formação continuada de professores na área de Matemática: Uma análise crítica do pacto nacional pela alfabetização na idade certa (PNAIC)

Abstract

About the training of teachers who work in basic education much has been discussed, aiming to improve the quality of education that has been offered to children who study in public schools in Brazil, as well as providing teachers a reflection on the challenges of the profession, that are the needs of contemporary society. According to Fiorentini (2003), this topic has been one of the most debated in educational congresses. Thus, we believe it is important to think about these two aspects of training: initial and continued. For being a governmental policy, the continued education that is offered to educators needs to be analyzed in order to be known the way it has impacted on teaching practice and pedagogical doing. Keeping this in mind, this research was guided by the following objective: to investigate the implications of the Program PNAIC for the continuous training of literacy teachers in the municipal public school environment in the city of Lagoa de Dentro-PB, in the area of Mathematics; due to the fact that this program was the most recent implemented as a government policy, as well as its scope, since it was oriented to all literacy students with a view to mathematical literacy in the perspective of literacy. Being a qualitative approach, we follow the ideas of Chizzotti (2006), since we gathered relevant data about the object of our study. In addition, being a case study, analyzed in a singular way, we follow the guidelines of Lüdke and André (1986) to choose the type of research that was adopted, as well as those of Costa and Costa (2011) and Andrade ( 2009), due to data collection, which was performed by the application of a questionnaire. The results obtained in this study allow us to reflect on the recognition of the importance of continuing education for teachers, especially those who work in the Literacy Cycle, for professional development, through the deepening of their knowledge, as well as encouraging the adoption of methodological strategies of teaching, such as the use of games and play activities, so that they can provide mathematical learning.