Os movimentos formativos de professores em atividades de modelagem nas ciências e matemática

Abstract

The discussion that runs through this research deals with Modeling in Science and Mathematics (MCM) in the context of continuing teacher education, which is understood as a space / time for professional teacher development (DPD). It is linked to the line of research Continuing Education and Pedagogical Practices of the Graduate Program in Science Teaching at the Federal University of Fronteira Sul Campus Cerro Largo. It aims to understand the training movements arising from the experiences of mathematics teachers with MCM activities. The research subjects are six Mathematics teachers participating in the Extension Program 'Training Cycles in Science and Mathematics Teaching' developed at a public university located in the interior of Rio Grande do Sul. The data were constituted from the teachers' narratives, textualized in training diaries referring to training meetings and the planning diaries of MCM activities. The methodological approach is qualitative, bibliographic and in the form of a case study. For the bibliographic review on MCM and Continuing Education, we recognize the theses and dissertations produced in the last ten years (2010-2019) on the Portal of the Brazilian Institute of Information in Science and Technology, in order to understand for DPD of teachers. From the DPD unit of analysis, we identified two categories, which discuss how continuing education favors DPD and how the transition from training to the classroom constitutes a DPD movement situated in the teaching profession. For the analysis of the training diaries and planning of MCM activities, we used procedures of Textual Discursive Analysis. The analysis process allowed the recognition and understanding of training movements based on three categories: 1) teaching knowledge, in which we discussed the mobilization and transformation of teaching knowledge based on MCM activities; 2) the writing process, in which we discuss the production of the diaries as an instrument for reflection and investigation of the teacher's practice and thinking and present the challenges presented by the teachers during the production of the narratives and 3) the group of continuing education as a DPD space/time, in which we discuss the teaching learning movement, the feeling of belonging to the group and the group as a professional qualification space / time. The three categories presented are considered as the formative movements arising from the teachers' experiences with MCM activities and catalysts for professional teacher development.