Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

A docência na educação superior: narrativas das diferenças políticas de sujeitos surdos

Deaf teachers presence at superior education triggers a series of reactions due to cultural differences. They feel the discomfort. The cultural difference defies the established power relations. From that emerge the trading spaces with their constant shocks about problems that affect the deaf teacher participation. The thesis goes through practice, resistance, resilience and political thinking of the deaf teacher at the Superior Education. Authors like: Foucault (2004), Hall (2009), Bhabha (1998), Touraine (2009) and Veiga-Netto (2010) underlie the concept of power relations that permeate this study. Perlin (2003); Ladd (2002) subsidize with the cultural focus. The investigation came from the question: How deaf teachers make their political stands in power relations established to the construction of their narratives at Superior Education? It had the goal of identify and chart the deaf teachers narratives at Superior Education. Leaving from the interview-narrative qualitative approach it was constituted a corpus with the collected narratives. These narratives were identified in order to achieve a thematic map express in the last chapter where the constant facts of the trading spaces of Superior Education shocks unfolds. The results point to an infinity of debates. The deaf teachers do not only present initial conditions of distress, doubt and difficulty at Superior Education, but also the disposition to discuss more the everyday power chains, waged by trading spaces. The identification of the narratives was vitally important to confirm the value of cultural and linguistic recognition as strategy for new politics to the structural power relations at the university context.