Narrativas docentes sobre práticas matemáticas nos anos iniciais do ensino fundamental nas escolas estaduais do município de Humaitá -AM

Abstract

The current dissertation is connected to the research line " Teaching of Natural Sciences and Mathematics" of the Graduate Program in Science and Humanities Education at the Federal University of Amazonas (UFAM). Its aim is to analyze the pedagogical practices of teachers who teach Mathematics in the early years of Elementary School in the municipality of Humaitá, Amazonas State. To achieve this objective, the research is structured around three specific goals: a) to identify, in the teachers' narratives, their conceptions of the subject of Mathematics; b) to examine significant aspects of the formative processes, both initial and ongoing, of Mathematics teachers; and c) to understand the didactic strategies and investigative activities employed in the teaching and learning processes of Mathematics. The study was developed using a qualitative approach, with narrative interviews as data collection tools, allowing for an immersion in the teachers' real experiences. The research was conducted in two public state schools in Humaitá, Amazonas, which offer grades 1 to 5. As a partial observation, the narratives reflect the teachers' anxieties, reflections, and re-signification of their professional identities over the course of their careers, particularly when considering their involvement with theoretical and methodological proposals for teaching Mathematics. Additionally, it is possible to observe how mathematical practices, through classroom experience, are adapted and reshaped to fit school cycles and various contexts. It was noted that many of the teachers' skills were learned during their initial training, including both content and pedagogical practices, which were mobilized throughout their professional development and shaped by various school situations, ongoing training, practical experiences, and exchanges of knowledge with colleagues.