Formação continuada em matemática afetada pela pandemia: uma experiência desenvolvida em duas escolas públicas do norte e nordeste brasileiro

Abstract

Continuing education should encourage reflections that allow dealing with the uncertainties faced in schools, which result from the demands of contemporary reality itself. From this perspective, the continuing education of teachers, carried out in service, in the school space must take place from the perspective of action-reflection action. In this approach, this study aimed to verify the relevance attributed to continuing education in school spaces and the contributions that the training actions developed brought to the 12 (twelve) participants; 08 (eight) Mathematics teachers, from the final years of Elementary School, 02 (two pedagogical coordinators) and 02 (two) principals, who work in two public schools of Basic Education, in the states of Tocantins and Bahia. The methodology adopted was based on qualitative research, guided by action research. In order to gather data, documental analysis and information collected in the field of research were carried out, mediated by instruments such as on-site observation records and semi-structured interviews. The survey began in 2019 and ended in 2021, during the pandemic period, so it was adapted to the emergency needs caused by COVID-19. The data and results reveal that continuing education in the school environment promotes reflective action, the redefinition of new methodologies and the construction of new knowledge, arising from an interactive exchange between the school team, which provides for paradigm shifts; formation of new values, to live with the challenges present in the modern world.