Contribuições da prática (in)formada por evidências para a formação do professor de matemática: uma análise das ações dos professores a partir das suas próprias práticas

Abstract

The movement toward Evidence-Based Practice is as important as controversial. Circulated widely in the medical field and in related fields figure in educational setting such as a contemporary discussion. Considering their limitations and potentials, the present study aimed to investigate in what ways the Evidence-Based Practice (EBP) can contribute to the training of mathematics teachers. To this end, walked up the path of a qualitative research, with information recorded from structured interviews, audio transcripts and video reports produced by the nine study subjects. Our analyzes relating to the contributions of Evidence-Based Practice for the training of mathematics teachers were based on Transformative Learning Theory proposed by Jack Mezirow (2013 ) and theoretical considerations Bosh and Gascon (2001 ) .The results show that the developed training experience is constituted as a foundation of Informational and Transformational Learning , as proposed by Mezirow terms , as well as gives opportunity to the teacher a self learning experience ( learning to learn ) , on critical development issues related to practices, acquisition of processes and teaching tools , insertion of inquiry for acquiring knowledge , strengthening of teachers with systematic research and development of mathematics education research professor , triggering the construction of new practices.