Metapesquisa dos referenciais teóricos de textos sobre formação continuada de professores em modelagem matemática

Abstract

Mathematical Modeling as a trend of Mathematical Education has been strengthening in the Brazilian context since the mid-1980s. Since then, Brazilian researchers have devoted themselves to studies related to Modeling and the pedagogical possibilities that emerge from working with it in the classroom. In this context, actions directed to the formation of teachers in Mathematical Modeling have become frequent. Inserted ourselves in the context of a continuing training group in modeling, in which we performed readings, discussions and activities focused on the development of mathematical modeling in school, we saw that there was a lack of research directed to the theories used in the analysis of objects of study. about modeling. Assuming, therefore, the phenomenological stance of investigation, we feel compelled to ask: What do the theoretical references contained in texts on continuing teacher education in Mathematical Modeling reveal? Guided by our questioning, we turn our eyes to the proceedings of the National Conference on Modeling in Mathematical Education from 2005 to 2017. From a total of 483 texts presented, 29 were convergent to our interrogation and constituted our significant texts for the analysis. The analysis of these materials allowed the production of the research data and was performed with the aid of Atlas.ti qualitative analysis software. In light of our questioning, 520 units of meaning were highlighted, which were later categorized. From this reflective effort, six open categories emerged, namely: C1: Teacher Training in General and Mathematical Modeling, C2: Trends and Perspectives of Mathematical Education, C3: About Modeling and the Mathematics Teaching and Learning Process, C4: Aspects related to the teaching and learning process of Mathematics, C5: Research in Mathematical Modeling and C6: Perspectives and Research Methodology. These categories were described and interpreted from a hermeneutic phenomenological movement, and revealed, among other things, the absence of a consistent group of theorists who study teacher education in the Mathematical Modeling community, revealing that there are no more comprehensive theorizations on this subject. Emerged the manifestation of a teacher training group in Mathematical Modeling, highlighting in terms of nucleation of the theme, however, indicating that it is necessary to make efforts for the multiplication of new groups, with different perspectives. The analysis reveals the emergence of research that seeks to structure its own theoretical framework on teacher training in Mathematical Modeling to build a theoretical corpus within the community itself