Formação continuada de professores de matemática e a atividade orientadora de ensino: revisão sistemática de produções científicas (2013 a 2022)

Abstract

This research focuses on the Continuing Education of mathematics teachers in the Final Years of Elementary School and the Teaching Orientation Activity, aligning with a collective need of a group of researchers who are part of a national research project. It seeks to answer: How has the Teaching Orientation Activity contributed to research analyzing the continuing education of mathematics teachers in the Final Years of Elementary School? The general objective of this study was to investigate what academic research from 2013–2022 reveals about the Teaching Orientation Activity (TOA) in the continuing education of mathematics teachers in the Final Years of Elementary School. The research was developed using the approach of Systematic Literature Review, with the academic search engine – BUSCad in its version 2.8.1, based on descriptors established by the larger study group on the Capes and Brazilian Digital Library of Theses and Dissertations platforms, resulting in 330 productions grounded in HistoricalCultural Theory. Our focus was initially on the Continuing Education of mathematics teachers, and we identified 76 productions. Among these, we sought productions that included the Final Years of Elementary School and addressed the Teaching Orientation Activity, resulting in eight productions. The analysis of the research corpus was carried out in four axes: General Context of the research; From Initial Training to teaching practice; In movement – Critical reflections enabled by the training activity; The experience in training as a possibility to transform teaching practice: Contributions of formative processes. According to the analyses, the TOA was highlighted as a coherent alternative methodological proposal of resistance to the current reality in which teachers are inserted, many of whom, in a state of alienation, have to work using materials distributed on a large scale that have no connection with the educational reality and the diversity of their students. It is noticeable that the majority of studies in Continuing Education grounded in Historical-Cultural Theory focus on Early Childhood Education and the Initial Years of Elementary School, pointing to gaps in studies related to High School and Higher Education. There are indications of gaps in the initial training of teachers that are intertwined with traditional training methods at Universities, where new teachers, when facing practice, realize that there were pedagogical gaps in their training. The establishment of formative spaces has been a challenge for researchers and scholars in implementing continuing education, since teachers have heavy workloads and carry negative experiences from technicist training. However, development within formative spaces, as well as OPMs, in Higher Education institutions is a promising path, directly uniting practicing professionals, students in initial training, and university teachers/researchers.