Representações sociais de formação continuada compartilhadas por professores de matemática que atuam no ensino médio do Sertão do Alto Pajeú

Abstract

This work aims to analyze the social representations of mathematics teachers about continuing education and possible relationships with the high school proficiency indexes in SAEPE in schools, within the jurisdiction of the Regional Teaching Management (GRE) of the Sertão do Alto Pajeú. As a basis, we use the Theory of Social Representations (TRS) and in particular the Theory of the Central Nucleus, which studies the structure of RS from its Central Nucleus (NC) and its peripheral System. The research was carried out through the application of a Free Word Association Test with the inductive term “Continuing Education of the High School Mathematics Teacher”, followed by a hierarchical test of the importance of the words or expressions associated with that term and being justified by teachers. Furthermore, we applied a questionnaire in order to raise, on the one hand, the professional profile of teachers (gender, time of teaching experience and academic training, etc.) and on the other hand, information about their continuing education (personal means, participation in training meetings promoted by GRE and other education networks, etc.). 121 teachers of high school mathematics participated in the research, 40 teachers from 18 schools with desirable level of proficiency in SAEPE, 36 teachers from 12 schools with basic level and 45 teachers from 12 schools with elementary level II. As result analysis procedures, we support the Trideux software for the factorial analysis of correspondence between the elements of the SR semantic field and the characteristics of the teachers and the Iramuteq software to assist in the survey of the frequency of the RS elements, in the prototypical analysis and in the similarity analysis. Among the results, we identified as main elements of the NC of the teachers' SR: learning, knowledge and exchange of experience. These elements are activated differently according to the teaching group from the NC's adjunct elements, namely: in the SR of teachers working in schools of a desirable level in the SAEPE - training, study, evaluation, teaching materials and challenges. In the SR of teachers of elementary schools - improvement and in the SR of teachers of elementary schools II - update, mathematical ideas and games. Innovation only for those working in schools of a desirable and basic level in SAEPE.