Os saberes profissionais dos professores : a problematização das práticas pedagógicas em estatística mediadas pelas práticas colaborativas / Teacher s professional knowledge : the problematization of pedagogical practices in statistics mediated by collaborative practices

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

This paper s central focus is the professional learning of a group of teachers; it aims at looking into how Elementary School Math teachers who are members of a collaborative group problematized their concepts of Statistical Education in the Statistics teaching and learning practices, as well as understanding how the group movement generated the systematization of the teachers professional knowledge. The investigation question was formulated as: How did the group movement mobilize the Statistics teaching and learning practices and enable the systematization of the teachers professional knowledge? The research is qualitative, seeking a historic-dialectic approach with an interpretive angle, in order to apprehend the dynamic, historical and contradictory character of the educational phenomena. The one-year-long research work looks into two distinct fronts: Teachers Professional Development and Statistical Education. It has been founded on the theoretical bases of Bakhtin s historic-cultural studies and on Cochran-Smith and Lytle s Inquiry as Stance perspective, which work the relationships between knowledge and practice and the role of the knowledge generated by teachers in their pedagogical practices. The collaborative group taken as test subject was originally formed by five teachers, the researcher among them, aiming at promoting inquiries and reflections that could positively affect the members pedagogical practices, based on Fiorentini s works. The group of teachers studied texts on Statistical Education, planned Statistics lessons for their own public-school classes and wrote stories about the lessons, as well as a book. The classes were observed by other members of the group. The analysis material was based on transcriptions of the class recordings narrating the pedagogical practices in the Statistics classes. We aimed at analyzing the teachers discourse interactions in the group, according to three axes of perspective: GCOEM group and the production of meaning in the discourse interactions; the problematization of the teachers pedagogical practices in Statistical Education and the knowledge which emerged from the teachers professional practice. We highlighted the knowledge produced by teachers through the emergence of a new concept: the professional knowledge. Our research revealed the need of a restructuring of the Elementary School curriculum which emphasizes the Statistical Literacy, or the interpretation and understanding of statistical results, not only the mathematical calculations and simplified graphic representation. The study also shows that the teachers professional knowledge have been systematized and mobilized through the group s dialogic interactions and by the contribution of the other in the production of knowledge, always open to changes, and by the debate and the contradiction as instigators to the production of meaning. Our conclusion is that the fact of socializing their individual knowledge has led the teachers to a sense of empowerment and professional identification.

ASSUNTO(S)

professores - desenvolvimento profissional educação matemática estatística saberes do docente educação teachers mathematical education statistics teacher s knowledge education

ACESSO AO ARTIGO

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