Formação continuada de professores dos anos iniciais: proposições ao ensino do sistema de numeração decimal

Abstract

This study aims to present reflections on continuous education in service through a workshop on pedagogical guidelines on the teaching of the Decimal Numeral System (DNS), aimed at Elementary School teachers. This research arose from reflections associated with my practice as a teacher and organizer of continuous Elementary School teacher training. The difficulties pointed out by the teachers in the training sessions guided the studies, thus highlighting the research question: What relationship can there be between the continuing teacher training, based on the methodology of pedagogic games and the consolidation of DNS? In order to motivate and instrumentalize teachers so they will reflect on their practices, a qualitative research from the perspective of Bogdan and Bilklen was chosen, with an approach based on the action-research concept supported by Michel Thiollent’s studies. While developing the workshop, the concept of DNS is approached by the encouragement of activity proposals compiled in an educational guidebook. Referenced are authors who investigate the teaching of mathematics, continuous education and classroom practices, such as: Zélia Mediano, Constance Kamii and Sergio Lorenzato. These authors’ input, as well as the teachers’ reflections and propositions, indicate that continuous in-service training presents possible reflections on the practices, which posit the urgency in allowing teachers opportunities for experience exchanges and ideas for changes in pedagogical work. The pedagogical guidebook presents suggestions of activities in which study sessions focused on classroom practices, directed to teachers and pedagogical coordinators, may be organized.