A Prova Brasil como mote à autoformação de professores que ensinam matemática nos anos iniciais da escolarização

Abstract

The teaching of mathematics is constantly the target of criticism, especially when it is focused on the polyvalent training of teachers who teach in the early years of schooling and the pressures for positive results in large-scale assessments such as Prova Brasil (Brazil exam). In order to understand the complexity involved in this theme, subsidies were sought in the ideas of authors such as Passos and Nacarato (2018), Nacarato, Mengali and Passos (2015) and D’Ámbrosio (2009). In this scenario, the research that originated this dissertation is guided by the following problem: what terms the Prova Brasil are make itself a motivation to self-training of teachers who teach mathematics in the early years of schooling? The main goal had as a center comprehend in what way the Prova Brasil are make itself a motivation to self-training of teachers who teach mathematics in the early years of schooling. For this, a qualitative methodology was used based on the guidelines of Stake (2011), Creswell (2016), Gil (2008) and Clandinin and Connely (2011), which allowed the construction of data through narrative interviews, analysis of documents and resolution of questions from the Prova Brasil with the research subjects who are teachers who teach mathematics in the early years of elementary school. The analysis of the constructed data was guided by the discursive textual analysis, theoretically supported by Moraes and Galiazzi (2006). The results obtained allowed the identification of factors which directly influence in the practices activities development of research subjects, making possible comprehend existing weaknesses in the process of formation, as well as the most diverse influences of educational meters in the school didactic process that involves the Prova Brasil. Consequently, it allowed the understanding that this exam can become an element that leads to the teachers' self-training, since due to its realization they are led to seek to overcome gaps, mainly, related to the teaching of mathematics, present in their training for better prepare their students for this test.