Concepções e crenças de professores dos anos iniciais sobre a metodologia de resolução de problemas e a educação matemática crítica

Abstract

Nowadays, the society is highly technological, the information flow is constant and the technological advances happen easily. This facts requires from people constant learning of simple and complex things. In this new context, the mathematical knowledge becomes responsible for developing in the students the competences that will help them to live in this new reality, putting them as leading figure in the process of knowledge construction. Into this perspective, we give special attention to the Problem Solving Methodology and the Critical Mathematics’ Education. Since the formal mathematics education has its beggining in the children early years’, we aim to study which beliefs and conceptions the teachers of this teaching cycle present in relation to these theories and connect it with the orientations presented in the PCN (Brazil, 1997) and BNCC (Brazil, 2018). We felt the need to understand some of the aspects of these professionals’ formation and the specific orientations of its pedagogical pratice, so we could produce a qualitative research. This research was developed through a form that was given to the early years’ teachers of three cities of the interior of the state of Rio de Janeiro, with the main goal of investigating their conceptions and beliefs in respect of the Problem Solving Methodology and the Critical Mathematics’ Education. In our analysis, we found out that the teachers show a superficial knowledge about these theories, hindering the students development of basics’ competences that sets up the formative character of the education these days. A workshop was produced in a way to work on these theories, so they can bring some reflections to the teaching practice.