Possíveis repercussões na prática pedagógica que os professores egressos atribuem à especialização em educação matemática - Laseb

Abstract

In the present study we sought to identifyanalyze which are the possible impacts of the Programa de Pós-Graduação Lato Sensu em Educação Básica [Post-graduation Program on Elementary Education] Laseb - on the pedagogical practice of teachers graduated in Mathematics Course, egress from Mathematical Education concentration area. Laseb was created after a long time partnership between Faculdade de Educação da Universidade Federal de Minas Gerais [Education Faculty of the Federal University of Minas Gerais] FaEUFMG and Secretaria Municipal de Educação de Belo Horizonte [Municipal Education Secretary of Belo Horizonte] SMEDBH. From the perspective of methodological approach, this study lies on the field of qualitative researches. The empirical data gathering consisted of review of Lasebs documentation, form application and, after that, semi-structured interview with thirteen teachers that volunteered to participate on the research, showing to be interested and available. We have used a theoretical referential that includes authors from the fields of Mathematical Education, Sociology of Education, among others, that carry researches on the teacher training area. By analyzing the egress teachers' speeches with regards to Laseb, we sought to understand: the reasons and expectations presented by then when enrolling on the course, the challenges they have faced during and after the course and the contributions it gave to their experience, according the each ones point of view. With regards to Laseb's Mathematical Education's contributions, we have identified, from the reports, that they occurred in the following way: through the opening of new personal and professional possibilities, acknowledgment and valuation of the relation on school, finding and favoring from the contact with mathematical knowledge under the perspective of Mathematical Education field. We realize that the Course allowed for the teachers to incorporate new references of Mathematical Education and it was assertive when mobilizing them to work out the question of relationships, especially with their peers and students, in order to improve the acquaintanceship the teaching-learning process by making themselves available to listen to and dialogue. We understood, also, that a continuing education does not modify, or is not incorporated immediately to the teachers practice, considering the challenges faced by them, especially those arouse from issues related to their schools and others originated from their own limitations.