Encontros de formação compartilhada on-line: matemática e histórias infantis nos anos iniciais

Abstract

The main objective of this research was to analyze, based on the accounts of teachers who teach Mathematics in the Early Years of Elementary Education, how the implementation of shared online professional development can contribute to the re-signification of classroom pedagogical practice and to the production of mathematical knowledge. Its specific objectives were: i) To identify the male and female teachers who teach Mathematics and participated in the training programs, their perceptions of the subject area, and their relationship with the processes of professional development, teaching, and learning; ii) To highlight the professional development needs of Mathematics teachers who participate in the shared online training group, within the context of the challenges encountered by the participants and presented in their accounts; iii) To identify, based on the accounts of male and female Mathematics teachers, the main contributions that the online training made possible for the re-signification of pedagogical practices; iv) To develop an e-book with the teachers’ accounts as a way to value and express their perspectives on the experiences and learning provided by the training, as well as to revive memories of their trajectories as educators. The methodology adopted involved a qualitative approach, using, for data production and collection, observation of the meetings, as well as video recordings of the training sessions and the teachers’ accounts in the form of letters. The fieldwork for the research was carried out in the first semester of 2024. Through the feedback provided by the participating teachers, it was possible to confirm the relevance of shared online professional development, from a perspective in which, through speaking and listening, experiences, knowledge, and challenges are shared within a democratic, participatory, and fruitful dimension of professional learning. The study also concluded that children’s stories, one of the themes explored during the online meetings, when used in the teaching of Mathematics, can foster student engagement in learning, as well as enable the recovery of playfulness and the contextualization of mathematical content. We understand that teacher education processes can include shared online professional development, which, when well conducted, can contribute effectively to the re-signification of pedagogical practices.