Aspectos da prática de ensino de professores(as) de Matemática no contexto do Programa A União Faz a Vida

Abstract

This work, inscribed in the research line “Training and action of the teaching professional and educational practices”, of the Graduate Program in Education of the University of Western São Paulo, originated in the researcher's experience with the methodology of the “Union Makes Life Program” (“Programa A União Faz a Vida” -PUFV), from the financial institution “Cooperative Credit System“ (“Sistema de Crédito Cooperativo”- Sicredi). Aimed at critical and civic education, PUFV adopted the Project Methodology (PM) in order to stimulate reflections based on day-to-day practice situations, approximating school contents to students' lives, in order to contribute to the development of more meaningful teaching and learning processes. The objective of the research was to analyze aspects of the teaching practice of Math teachers and the meanings attributed to it in the context of PUFV and PM. Mathematics was chosen in view of the learning difficulties historically presented by Basic Education students. This is a qualitative approach research, with an explanatory descriptive design, which used document analysis and a questionnaire as data collection instruments. Eight Math teachers who work in the final years of Elementary School and at PUFV, together with Sicredi Norte-Sul, participated in the study, and have a diversified teaching profile, there are teachers who are in the initial phase of teaching and others who are not, but present in common the continuous search for knowledge, since approximately 60% have graduate degrees. Documentary analysis revealed that the PUFV methodology is hybrid, in which elements of PM, Problem Solving and also elements of mathematical investigation are present. It also revealed that the PUFV training courses are in line with the PM, given that problematization, research, dialogue and project construction are present both in the methodology and in the training, which address knowledge that provides the teacher a new vision of projects that emerges from the elements worked on and that can contribute to their teaching practice and consequently to the teaching and learning process. The analysis of the questionnaires showed that the initial training in the context of the PUFV, and the later ones, lectures and advice, contributed to the continuing education of the participating teachers, the affectivity when teaching and a new look at the student as a protagonist, were incorporated into the teaching practice of these Math teachers, including in schools where they work and which are not part of the program, thus resulting in a positive contribution of PUFV to these teachers and for Education. However, it is still necessary to go further, so that they deepen their knowledge about PM, since in their declared practices it is not clear whether PM has been used to its fullest. This can be attributed to the training previously experienced by teachers, based on more traditional methodologies, as well as to a recurring element in schools, municipal, state or private, a certain shield for the implementation of new methodologies, which involves the breaking of paradigms, changes in conceptions about teaching and learning so that a change in practice occurs, also made difficult due to existing public policies. The realization of this research made it possible to show that, regardless of school conditions, policies and resources, it is possible to develop projects in which students are invited to take a more active stance, breaking with the traditional teaching and learning process and highlighting the potential that the PUFV methodology can bring to Education.