Mapeamento das produções científicas defendidas na região Nordeste entre 2010 e 2019: a formação continuada de professores de Matemática

Abstract

This research aims to investigate how dissertations and theses on continuing education of math teachers, defended in postgraduate programs linked to the Education and Teaching areas of CAPES in the Northeast region between 2010 and 2019, consider the specificities of knowledge mathematician for teaching. For this, the methodology follows the assumptions of Ferreira (2002) and Romanowski (2006) about state of the knowledge research. To form this study’s corpus, research was carried out in the mapping organized by Fiorentini et al (2016), in the CAPES thesis and dissertation database and in the Digital Thesis and Dissertation Bank, using the descriptors 'continuing education of mathematics teachers', 'mathematics teacher training', 'continuing teacher training', restricting the period and location, in line with the objective of this research and fifteen papers emerged from this survey, one thesis and fourteen dissertations. We discussed continuing education for mathematics teachers based on Ponte (2014), Tardif (2012), Nacarato and Paiva (2013) and Jaworski (2011). Mathematical knowledge for teaching is based on Ball et al (2008). The research on teacher training has as references Ferreira (2008), André (2011), Fiorentini (1994), Fiorentini et al (2002, 2016) The data was treated from the content analysis of Bardin (2011) and Franco ( 2012), according to the perspective of continuing education, the teacher's role in training, knowledge of content and pedagogical knowledge of content. It was concluded that most of the continuous training addressed in the works focuses on the pedagogical knowledge of the content, giving priority to presenting alternative forms of teaching to the teacher. However, some studies indicate that teachers have difficulties in some topics of specialized content knowledge. In addition, a dispersion of advisors is observed in the Northeast region. The mapping also indicated that productions on the continuing education of mathematics teachers are found primarily in graduate education programs.