Professional development and pedagogical practices with Mathematics: the trajectory of a childhood teacher

Abstract

This paper is an excerpt from a master's research that had as its object of study the work developed by Early Childhood Education teachers, about practices with Mathematics Education to promote mathematical thinking in children. The following question was configured as a research problem: what experiences with mathematics can we find in the trajectory of Early Childhood Education teachers and how such experiences can influence their professional development and their pedagogical practices by promoting mathematical thinking in children? As methodological procedures we used the production of narratives and the realization of semi-structured interviews. Subsequently, the sources were triangulated, and the Textual Discursive Analysis (DTA) was used to interpret the material produced. In the clipping proposed here, we present some episodes of the formative and professional trajectory of one of the investigated teachers, to intertwine them with the relevance of practices with Mathematics Education in childhood, as well as the need for investment in continuing education processes that demonstrate the quality of teaching and learning and the meaningful construction of knowledge. From the study, it is considered that the participation of Early Childhood Education teachers in collaborative groups contributes to professional development and, consequently, to the expansion of the educational quality offered to children.