Desenvolvimento profissional docente por meio dos estudos de aula: um estudo em contextos de Brasil e Portugal
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Data
2023-12
Autores
Orientador
Dullius, Maria Madalena
Banca
Giongo, Ieda Maria
Medeiros, Kátia Maria de
Carreira, Susana Paula Graça
Quintas, Helena Luísa Martins
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A presente tese, vinculada à linha de pesquisa “Tecnologias, metodologias e recursos didáticos para o ensino de Ciências Exatas” do Programa de Pós-Graduação em Ensino de Ciências Exatas (Mestrado e Doutorado) da UNIVATES, tem por objetivo investigar como o desenvolvimento da metodologia Estudos de Aula (EA), analisada em três contextos, promove o desenvolvimento profissional de professores de Matemática da Educação Básica, identificando as fragilidades e potencialidades dessa abordagem. Para esta pesquisa foram escolhidos intencionalmente três grupos de professores de matemática de escolas públicas do Brasil e Portugal. Os grupos A e B foram constituídos por professores de escolas do Vale do Taquari, RS, Brasil. O grupo C foi formado por professores de uma escola localizada nos Açores, Portugal. Para a realização da pesquisa foram planejados e desenvolvidos ciclos da metodologia de EA nos anos de 2022 e 2023. Cada grupo vivenciou as seguintes etapas da metodologia: a) escolha do conteúdo e planejamento da aula; b) realização da aula por um dos participantes do grupo, sendo esta observada por alguns deles e gravada; c) reflexão e discussão sobre a aula; e d) reelaboração da mesma, caso necessário. Na pesquisa, de caráter qualitativo, fez-se uso dos seguintes instrumentos de coleta de dados: entrevistas; grupo focal de professores; gravações das etapas de EA; e notas de campo da pesquisadora. No que diz respeito à análise dos dados, desenvolveu-se uma abordagem descritiva a partir das transcrições de todas as etapas do processo de pesquisa. Os resultados apontaram fragilidades como a gestão do tempo para o planejamento e execução das atividades, bem como o incômodo com a observação dos pares durante as atividades, o que durante o tempo da pesquisa foi sendo administrado satisfatoriamente. Em relação às potencialidades, destacou-se: maior comprometimento e entusiasmo dos professores no decorrer do planejamento das aulas; a criação de um ambiente de aprendizagem colaborativa entre os professores; aprimoramento constante das práticas pedagógicas; a transformação de vulnerabilidades detectadas pelos grupos de professores em potencialidades a serem exploradas no desenvolvimento profissional. Portanto, os resultados da implementação da metodologia de EA, considerando os três contextos escolares analisados, revelou-se um caminho promissor para o desenvolvimento profissional docente. Considerando os diferentes contextos, no Brasil e em Portugal, sinaliza-se para maiores dificuldades no caso das escolas brasileiras, tento em vista que esse tipo de metodologia ainda é recente e incipiente no país, o que difere significativamente do caso das escolas portuguesas, em que essa metodologia já vem sendo instituída há mais tempo.
This thesis, linked to the line of research “Technologies, methodologies and teaching resources for teaching Exact Sciences” of the Postgraduate Program in Teaching Exact Sciences (Masters and Doctorate) at UNIVATES, aims to investigate how the development of Lesson Study (LS) methodology, analyzed in three contexts, promotes the professional development of Basic Education Mathematics teachers, identifying the weaknesses and potential of this approach. For this research, three groups of mathematics teachers from public schools in Brazil and Portugal were intentionally chosen. Groups A and B were made up of teachers from schools in Vale do Taquari, RS, Brazil. Group C was formed by teachers from a school located in the Açores, Portugal. To carry out the research, cycles of the LS methodology were planned and developed in the years 2022 and 2023. To carry out the research, each group experienced the following stages of the methodology: a) choice of content and lesson planning; b) the class is carried out by one of the group participants, which is observed by some of them and recorded; c) reflection and discussion about the class; and d) re-elaboration of it, if necessary. In the qualitative research, the following data collection instruments were used: interviews; teacher focus group; recordings of LS steps; and field notes from the researcher. With regard to data analysis, a descriptive approach was developed based on the transcriptions of all stages of the research process. The results highlighted weaknesses such as time management for planning and executing activities, as well as the discomfort with peer observation during activities, which during the research period was managed satisfactorily. Regarding the potential, the following stood out: greater commitment and enthusiasm from teachers during lesson planning; the creation of a collaborative learning environment among teachers; constant improvement of pedagogical practices; the transformation of vulnerabilities detected by groups of teachers into potentialities to be explored in professional development. Therefore, the results of implementing the LS methodology, considering the three school contexts analyzed, revealed a promising path for teaching professional development. Considering the different contexts, in Brazil and Portugal, there are signs of greater difficulties in the case of Brazilian schools, I bear in mind that this type of methodology is still recent and incipient in the country, which differs significantly from the case of Portuguese schools, in This methodology has been established for a longer time.
This thesis, linked to the line of research “Technologies, methodologies and teaching resources for teaching Exact Sciences” of the Postgraduate Program in Teaching Exact Sciences (Masters and Doctorate) at UNIVATES, aims to investigate how the development of Lesson Study (LS) methodology, analyzed in three contexts, promotes the professional development of Basic Education Mathematics teachers, identifying the weaknesses and potential of this approach. For this research, three groups of mathematics teachers from public schools in Brazil and Portugal were intentionally chosen. Groups A and B were made up of teachers from schools in Vale do Taquari, RS, Brazil. Group C was formed by teachers from a school located in the Açores, Portugal. To carry out the research, cycles of the LS methodology were planned and developed in the years 2022 and 2023. To carry out the research, each group experienced the following stages of the methodology: a) choice of content and lesson planning; b) the class is carried out by one of the group participants, which is observed by some of them and recorded; c) reflection and discussion about the class; and d) re-elaboration of it, if necessary. In the qualitative research, the following data collection instruments were used: interviews; teacher focus group; recordings of LS steps; and field notes from the researcher. With regard to data analysis, a descriptive approach was developed based on the transcriptions of all stages of the research process. The results highlighted weaknesses such as time management for planning and executing activities, as well as the discomfort with peer observation during activities, which during the research period was managed satisfactorily. Regarding the potential, the following stood out: greater commitment and enthusiasm from teachers during lesson planning; the creation of a collaborative learning environment among teachers; constant improvement of pedagogical practices; the transformation of vulnerabilities detected by groups of teachers into potentialities to be explored in professional development. Therefore, the results of implementing the LS methodology, considering the three school contexts analyzed, revealed a promising path for teaching professional development. Considering the different contexts, in Brazil and Portugal, there are signs of greater difficulties in the case of Brazilian schools, I bear in mind that this type of methodology is still recent and incipient in the country, which differs significantly from the case of Portuguese schools, in This methodology has been established for a longer time.
Descrição
Palavras-chave
Educação Básica; Estudos de Aula; Matemática; Desenvolvimento Profissional; Basic Education; Lesson Study; Mathematics; Professional Development
Citação
RECH, Marglis. Desenvolvimento profissional docente por meio dos estudos de aula: um estudo em contextos de Brasil e Portugal. 2023. Tese (Doutorado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 20 dez. 2023. Disponível em: http://hdl.handle.net/10737/4851.