Ensino de matemática: a prática pedagógica do professor dos anos iniciais numa escola pública no município de Parintins-Am

Abstract

This study presents the result of a scientific research on the pedagogical practice of mathematics of the teachers of the initial years in a Public School in the municipality of Parintins-AM. Its macro objective was to understand the contributions of the pedagogical practice of the teacher of the 3rd year of Elementary School to the teaching and learning process in mathematics in a public school in the municipality of Parintins-AM. In the methodological path, the research is constituted by the qualitative nature, with a phenomenological approach, in which the case study was used as a method of procedure, the data collection was developed with the help of the questionnaire and interview, both with open and structured questions, these techniques were applied to mathematics teachers of the 3rd year of Elementary School. As a theoretical basis, we use authors who bring discussions and reflections on the investigated theme such as Cunha (2010), Curi (2020), Serrazina (2002) authors who discuss the initial training of teachers who teach mathematics in the early years, Nacarato Mengali and Passos ( 2009) authors who discuss mathematics in the early years, Franco (2016) who conceptualizes pedagogical practice, Berneira (2021) addresses continuing education, Alcântara Filho (2019) who discusses playfulness and games in the teaching of mathematics in Elementary School , Lorenzato (2010) and his reflections on learning mathematics, among other authors that supported our discussion. With the results obtained, we found that the contributions of pedagogical practice are significant involving all intentions, perspectives and challenges and lead the entire process of teaching and learning in mathematics, this pedagogical practice also involves the methodologies used by teachers to diversify and streamline classes , the search for new knowledge through continuing education has contributed to updating and necessary changes in the pedagogical practice of teachers in the early years.