Formação contínua de professores de Matemática em aproximação com a teoria histórico-cultural

Abstract

This study, mainly, described and analyzed Cultural-historical theories implications, contributions and challenges in pedagogical and didactic organization of Mathematics teaching practices on continuing education. Based on problem: “What are continuing education influences, contributions and challenges, that join Mathematics and Cultural-historical theories, for pedagogical and didactic teaching organization?”. Cultural-historical theories agreed with historical and dialectic method applied on process of formation analysis and possible implications, contributions and challenges shared by educators. Procedures adopted, with intention to apprehend movement and process of educational development, as well as, highlight essential relations and contradictions, were Questionnaires, Observations, Audio recordings and Feedback Session. Continuing education presented to educators theoretical aims that promote human development by social relations and resulted in conscience development as human beings and professionals; also, brought development changes on pedagogical and didactic teaching organization. Continuing education contributed to educators awareness of theoretical deepening necessity and strengthen politician character of teaching. Culturalhistorical theories as theoretical framework called attention to necessity to considering contents as instruments of pupils human development and not as end in itself. Thus, pupils theoretical thought development is necessary to achieve this goal; as well as search men life and social relations historical materiality contents; and consider uncertainties, difficulties, contradictions as important elements in apprehension, interpretation and interference process of reality. Activity Theory is the methodology applied in teaching planning. Methodology and theoretical framework agreed, as a result, brought implications, challenges, need of collective work, searched to knowledge theory and epistemology that allowed research in Mathematic teaching, mathematical knowledge production and ways of knowledge appropriation.