Contribuições da Teoria das Situações Didáticas para o Desenvolvimento Profissional de professores de Matemática

Abstract

The perspective of professional development of teachers of Mathematics favors formative actions that consider the teacher as a producer of knowledge from collaborative reflections on practice. The Theory of Didactic Situations (TDS) includes several essential aspects for teaching and learning Mathematics and stands out for its main object of study, which are the situations. This qualitative research aims to identify and discuss the opportunities for professional development of Mathematics teachers provided by a teacher education device guided by TDS, in the perspective that the teacher education actions would be conducted by a work of mediation by the researcher action, allowing participants to build their knowledge, allowing them to experience a learning process under TDS’s light. In this way, a formation of Mathematics teachers is structured, which consists of two modules, whereas the implementation of Module 02 was guided by TDS. Data were produced by means of audio and video recording of teacher education meetings and schoolwork experimentation, lesson plans prepared by the participants and semi-structured interviews. For data analysis, the Interconnected Model of Professional Development (IMPD) was used in its four domains: External Domain, Domain of Practice, Domain of Consequences and Personal Domain, which make it possible to analyze the professional development of three participants, generated by the concepts of return, adidactic situation, dialectics and didactic contract. The results identify sequences of change that come from each of the concepts mentioned for the three participants. Nine occasions of growth net triggered by TDS concepts that lead to the development of long-term beliefs are identified. All they involve the External Domain and the Domain of Practice Domain, which demonstrates that the teacher education actions and their guiding were determinative for the participants to reflect and implement changes between the domains. In eight of these growth networks, all MIDP domains were involved, which indicates that the assiduous and constant participation of the participants in teacher education actions contributed to the establishment of the sequences of change. In six growth networks, one identified that the construction of knowledge, after the sieve of practice, it was established as a belief that remains to a long term. These results show that, from the TDS problematization in teacher educations actions that allowed the participants to experience a learning process in the light of TDS, there were opportunities and occurrences of professional development provided by the Teacher education and that TSD's orientation to the teacher education actions was decisive for this process. These conclusions incur the need for reflections on public policies for the Mathematics Teacher Education, in the sense of promoting training of a continuous nature and involving the study of TSD.