Desenvolvimento profissional de professores na construção colaborativa de sequências de ensino de Estatística

Abstract

This article aims to analyze elements for the professional development of teachers who teach statistical concepts in the early years, when developing teaching sequences, built collaboratively in a project in partnership between the University and the Public School. The investigation is based on theoretical assumptions about professional development of teachers evidenced by Day, Nóvoa, Tardif, Marcelo Garcia and Ponte. This research with a qualitative approach, followed the teachers during the formative meetings, in service, when the group planned the sequences and socialized their reflections, as well as in the development of the sequences in the classroom. Two teaching sequences were planned and developed following the phases of the Investigative Cycle - Problem, Planning, Data, Analysis and Conclusion (PPDAC), in which the concepts of mode, graphics and frequency distribution tables were worked. The data were collected from the teachers' narratives, through direct observations, interviews and audio and video recordings of the training meetings, as well as material produced by the students. The results indicate that it is possible to provide learning experiences with regard to the practice of the teacher with the implementation of the Investigative Cycle, through the planning of teaching sequences in the collaborative group, in the processes of reflection in practice and about the practice performed and the renew and expand the teacher's Specific Knowledge. These learning experiences reverberate positively for the professional development of the teacher who teaches mathematics (statistical concepts) in the early years.

Keywords: Teacher Professional Development; Reflection on practice; Statistical Education; Didactic Knowledge.