Aprendizagens profissionais de professores que ensinam matemática no ensino fundamental – anos finais a partir dos estudos de aula

Abstract

Lesson study is an approach originating in Japan that has been disseminated in several countries due to its potential to promote teacher professional learning, improve student learning and promote changes in teaching. This work focuses on the objective of identifying and understanding the professional learning developed by teachers who teach related functions in the ninth year of Elementary School when participating in lesson study. To answer the problem “What learning is mobilized by teachers who teach related functions in the ninth year of elementary school in a lesson study cycle?”, we carried out an investigation with a group of four Mathematics teachers over twelve weekly meetings of two hours each, in which the participants dedicated themselves to theoretical study about teaching, analysis and discussion of the curricular guidelines for Elementary School – Final Years, as well as planning, teaching/observation and reflection of the research class. The research follows an exploratory qualitative approach through field study. Data collection involved participant observation, field notes, reflections written by teachers, recordings of meetings and semi-structured interviews, which were analyzed from the perspective of Bardin’s content analysis (2016) using the categorical analysis technique. As a result, the analysis shows that the teachers participating in the lesson study carried out teacher professional learning related to the following aspects: Collaborative planning, through joint work and professional sharing that supported the preparation of a class that brought changes in practice; Planning as a dimension of teaching, as they understood the close relationship between teaching objectives and the work plan drawn up to teach a given mathematic topic; Mathematical tasks, since the teachers understood the structure and characteristics of exploratory tasks and their potential for mathematical learning and; Changes in practice, since they were able to understand the importance of promoting changes in classes to reduce students’ mathematic difficulties. We infer, therefore, that the lesson study enables participating teachers to carry out professional learning about teaching Mathematics in the ninth year of Elementary School, fostering changes in classroom practice and professional teaching culture and, thus, developing professionally.