Professional development and teaching knowledge of mathematics teachers when participating in the PARFOR/AM program

Abstract

The objective of this work was to understand how the Mathematics teachers of Basic Education in the municipality of Itacoatiara-AM, who participated in the National Program for Training Basic Education Teachers (PARFOR), produced and/or mobilized their knowledge. teachers. Aiming to answer “how did Basic Education Mathematics teachers in the municipality of Itacoatiara-AM develop professionally, produce and/or mobilize teaching knowledge by participating in the PARFOR Program?” and defend the hesis that Mathematics teachers perceived both contributions and limitations of the training offered by PARFOR, which impacted their professional development and influenced the production and mobilization of their teaching knowledge. The adopted framework is based on the constitution of the necessary knowledge and/or specialized knowledge of the Mathematics teacher. The methodology was a Case Study, with a qualitative approach, with: documental research on the Program; semi-structured interviews with an institutional coordinator, four teacher trainers and five graduate teachers; electronic questionnaires; autobiographical narratives; observation of online classes; lesson plans and/or didactic sequences; evaluation of specialized knowledge with ten professors; researcher's logbook. The interpretative analysis focused on the triangulation of data through the construction of categories resulting from the confrontation with the theoretical references about teaching knowledge and specialized knowledge of the Mathematics teacher. The results indicated that, despite the difficulties and limitations presented, the teachers built and/or mobilized their knowledge during their training and in the teaching practice, which constituted indicators of professional development expressed in their specialized knowledge and in their pedagogical practices.