Três estudos sobre o ProfMat: mensagem pedagógica, recontextualização e a abordagem de conceitos matemáticos

Abstract

This research had as its object of study the participation of teachers in a class of the Professional Master's in Mathematics in the National Network (ProfMat). The thesis is organized in a multi-paper format, composed of a collection of three articles and, to understand this participation, three objectives guide the research: to identify and characterize which messages of mathematics education are communicated in the pedagogical practice in the context of a group of the Professional Master's in Mathematics in the National Network; to characterize the texts that circulate in the pedagogical practice of basic education, which are recontextualized from the pedagogical practice of a ProfMat class; to analyze how mathematical concepts present in basic education programs are carried out in a class of the Professional Master in Mathematics program in the National Network. This is empirical research with a qualitative approach. Classroom observation, interviews, and document analysis were used as procedures for data. Observations were the primary form of data production and took place in two stages. The first stage comprised a single class from a pole of the Professional Master in Mathematics in National Network (ProfMat); in this context, all classes of the subjects were observed: Numbers and Real Functions; Discrete Mathematics; Geometry and Arithmetic. These are the basic subjects of the course, that is, they are the subjects that all academics must attend. In the second stage, two classrooms of basic education of Elementary School - Final Years were observed in two different schools, one municipal school, and the other state school. Observations were recorded using a field diary. In this research, the data were analyzed based on Basil Bernstein's theory concepts. The results of the first article suggest different forms of selection, sequencing, and timing of pedagogical practice, in addition to a variation in the framework, tending to be stronger or weaker. The second article points out that the messages about educate mathematically observed reinforce the purpose foreseen in the official documents of the program that the “improvement of pedagogical practice” happens through the “deep mastery of mathematical content.” The evidence of the recontextualization, in the pedagogical practices, of the texts that circulate in this training program are transferred to the pedagogical practice in basic education with two aims: to incorporate them into pedagogical practices or to deny them. It was concluded that the emphasis on academic mathematics and the little relationship with the context of the basic education classroom might favor the teachers' denial of texts from this program. Finally, in the last article, the results reinforce the gap between mathematical concepts' achievements in this program and basic education, as there is no space for discussions about how teachers realize these concepts in the Final Years of Elementary and High School, which denotes strong insulation. The three studies converge in the sense of pointing out how the participation of teachers in ProfMat happens, whether through pedagogical messages, recontextualization or the communication of mathematical concepts.