Banca de DEFESA: KARINE ALVES TEIXEIRA CRISONI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KARINE ALVES TEIXEIRA CRISONI
DATE: 28/02/2024
TIME: 15:00
LOCAL: Miniauditório do Campus de Ji-Paraná
TITLE:

Contributions of continuing training actions for teachers from the municipal public education network of Ji-Paraná/RO on the teaching and learning of Mathematics at EJA in the period 2021-2022

KEY WORDS:

Mathematics Education for Young People and Adults. Continuing training for teachers who teach Mathematics. EJA.

PAGES: 140
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This research deals with the topic of training teachers who teach Mathematics, especially continuing education in the context of Youth and Adult Education (EJA). It aims to analyze the contributions of continuing training actions for teachers working in EJA, offered by the Municipal Department of Education of Ji-Paraná/RO (SEMED/JP) in the years 2021 and 2022, on the teaching and learning of Mathematics in this modality of Basic Education. It is anchored in the problem question: What are the contributions of continuing training actions for teachers working at EJA, offered by SEMED/JP in the years 2021 and 2022, on the teaching and learning of Mathematics in this modality of Basic Education? Methodologically, this is an investigation with a qualitative approach, of the field research type, using the characterization questionnaire and semi-structured interviews as data production instruments; and having as research subjects six teachers who teach Mathematics at EJA, belonging to the permanent staff of SEMED/JP who teach the subject of Mathematics in this teaching modality and who participated in the continuing teacher training offered by this department through the EJA Coordination in the period of 2021 and 2022. The research has theoretical support from authors who deal with EJA (Gadotti, 2013; Haddad; Di Pierro, 2000; Soares, 2002), Mathematics Education in EJA (Fonseca, 2012; Ribeiro, 2007, 2014; Carvalho, 1995) and teacher training (Nóvoa, 1991, 2002; Imbernón, 2010, 2011; Candau, 1996, 2003; Galindo; Inforsato, 2007; 2016), among other authors who dialogue with the research theme. In terms of theoretical contributions on the methodological aspects of the research, Bogdan and Biklen (1994) were also used; Fiorentini and Lorenzato (2012); and Ludke and André (2018). Regarding the final considerations of the research, it was evident, from the data analysis, that the continued training of teachers carried out by SEMED/JP contributed to a better understanding of who the EJA audience is, their needs as a distinct modality and of the EJA teacher's own role. It was also observed that there was a new look by teachers on the education of young people and adults, but that this did not necessarily imply changes in their teaching practices regarding the teaching and learning process of Mathematics at EJA. It can be considered that although the continuing education actions did not focus on addressing specific curricular components, nor Mathematics in EJA, in turn, it was found that there was an effort on the part of teachers to articulate the knowledge arising from this training to the improvement of their teaching action as teachers who work in this type of Basic Education.

COMMITTEE MEMBERS:
Presidente - 1713580 - EMERSON DA SILVA RIBEIRO
Interna - 2583970 - MARCIA ROSA ULIANA
Externa à Instituição - LORIÉGE PESSOA BITENCOURT - UNEMAT