Reasearch in initial and teachers’ continued training who teach mathematics from the perspective of articulation between the teacher’s knowledge and the practice

• Main Authors: Regina Célia Grando, Rosana Giaretta Sguerra Miskulin
• Format: Article
• Language: English
• Published: Universidade Federal de Santa Catarina 2018-07-01
• Series: Perspectiva
• Subjects: Educação matemática; Formação de professores; Conhecimento do professor
• Online Access: https://periodicos.ufsc.br/index.php/perspectiva/article/view/52825
• ISSN: 0102-5473; 2175-795X

The article aims to research into doctor papers that have as focus the teachers’ initial and continued training who teach mathematics, highlighting the articulation between the teacher’s knowledge and the practice. The article presents some results of the second phase of the Universal project, entitled "Mapping and State of the Art of Brazilian Research on the Teacher who Teaches Mathematics", which had as  main objective to map, describe, systematize  the Brazilian papers  on the teacher who teaches mathematics (PEM), produced in stricto sensu graduate programs of CAPES Education and Teaching areas, in the period from 2001 to 2012, having this study as focus. In this article the types of questions/investigative questions are discussed  that have been evidenced in the doctoral papers which deal with the joint processes of initial and continuous formation (FIC) of teachers from the articulations point of view between the knowledge for/in/of the practice (Cochran Smith & Lytle, 1999). There are a set of 9 surveys that are investigated. It was considered in the analysis the following axes: knowledge and competences; attitudes, beliefs and concepts; PEM’s identity and professionalism training, PEM’s learning and professional development; action, thought or knowledge of  PEM’s trainer. The results show that this research group recognizes the importance of sharing, of interaction, of learning with each other, of shared practices in the formation groups (subjects and/or groups). Thus, teachers can learn by transforming their own classrooms into research environments, reflection and re-signification of the practice itself.