Formação continuada em grupos colaborativos: professores de matemática iniciantes e as aprendizagens da prática profissional.

Abstract

The objective of this paper is to describe and analyze the contributions of the participation in collaborative groups related to the formation and learning of the mathematics teacher in the start of the career. Initially, the characteristics and the problems of the initial phase of the teaching profession and the learning of the teacher in this phase are approached theoretically, especially when mediated by the reflection, inquiry and contribution. The groups and the subjects were identified by means of questionnaires. For a qualitative and interpretative study, three teachers of distinct groups were interviewed and their classes were observed, as well as the group meetings in which they participated. The results evidence the contributions of the collaborative groups for the starting teachers, allowing them to understand and to face the problems and challenges of teaching and learning mathematics in the basic school.

Key Words: start of the career, professional practice, collaborative groups