O ensino de matemática nos anos iniciais: reflexões de professoras sobre a prática pedagógica no contexto de escolas municipais de Picos - PI

Abstract

This study investigated the teachers 'perceptions about the pedagogical practice in mathematics teaching in the early years and its realization from the following research problem: what are the teachers' perceptions about the pedagogical practice in mathematics teaching in the early years in the context of municipal schools of Picos - Piaui? In this perspective, we name as general objective: Understand the teaching of Mathematics in the early years of elementary school by analyzing teachers' perceptions of pedagogical practice in the context of Picos - Piauí municipal schools. As specific objectives understand the teaching of mathematics in the early years of elementary school; discuss about pedagogical practice and its configurations; identify and analyze teachers' perceptions of pedagogical practice in mathematics teaching in the context of municipal schools. This is a qualitative research based on the phenomenological method, based on data collection using a mixed questionnaire and the development of a reflective interview, having the data analysis procedures subsidized by the assumptions of content analysis. Bardin (2009). The findings of the study indicate that pedagogical practice in mathematics teaching faces challenges related to gaps in initial and continuing education, lack of materials and pedagogical support in schools. The observed perceptions indicate that teaching is developed in the exercise of the profession, it is in this time and space that the knowledge of experience take a noticeable proportion in professional development. Regarding mathematics teaching, the pedagogical practice happens without the exercise of critical reflections on the planning and evaluation process, since there is evidence that the planning performed is not always fulfilled, the evaluation process insists on the bonus for completing tasks, repeating misconceptions about qualitative assessment of learning. The classes are developed considering the demands of the classroom, however, without reflection it is not possible to reach goals or make right decisions. Thus, sometimes planning is left aside, and the selection of teaching methods happens by intuition, depending on the contents and not the objectives, since the teachers do not make new plans and insist on the repetition of the subject until it is learned. In another way, the limitations of materials, time and space inhibit the diversification of teaching strategies. Decisions are made with respect to the timetable and curriculum. Regarding the assessment process, although it is said that there is commitment to the teaching and learning process respecting the realities and individual knowledge of children, this practice insists on repetition of activities, selection of instruments that do not allow a deeper appreciation about the acquired learning, besides not allowing a (re)elaboration of the pedagogical actions.