Práticas colaborativas de professores ribeirinhos: reflexões sobre a construção do conceito de número

Abstract

This research involves teacher training in face of the concept of number in the first year of elementary school in riverside schools in Belém, taking as a reference collaborative actions involving the researcher teacher and two schoolteachers. The research is characterized as qualitative, of collaborative character and had as general objective to understand cognitive processes in the construction of the concept of number of students of the first year of Elementary School in riverside schools, through collaborative teaching practices, seeking to reflect and intervene in these processes of mathematical teaching and learning. A research professor, two collaborating professors, 20 students from the 1st year of School 'A' from the municipal school system and 24 students from the 1st year of School 'B' from the state school participated in the research, both located on the island of Cotijuba in riverside area of the municipalityof Belém-PA. During the first academic semester of 2018, participant observations, moments of text studies and preparation of mathematical activities were carried out, aiming to improve the pedagogical training of those involved to understand and intervene in the processes of conceptual construction of the number of students. The theoretical and conceptual bases are based on the psychogenetic studies of Jean Piaget and his collaborators. Analyzes and collaborative actions carried out indicate that students, when starting elementary school, present notions of numeralization, since they know what a lot is, what is little, greater, and lesser and perceive the numeral as a representative of quantity. However, few have the relational perception of number, as they still do not achieve equality and the conservation of discontinuous quantities, meanwhile they have advanced in their understanding of number through the activities they participated in the research. As for the collaborative context, it was noticed, throughout the research, that the sharing of experiences and training moments in the working environment generate possibilities for personal and professional development of the teachers and students of these teachers. Collaboration underpins thinking and acting; and acting or reflecting in a spiraling movement that permeates the critical observation of one's own practice in the face of the actions of the other and his own action, intervening directly in the pedagogical practice of teachers and in the learning of students of these teachers.