In-service continuing education for Mathematics teachers: a practice focused on reflection

Resumo

The study presented in the article originated from educational practices carried out with a group of Mathematics teachers from a public school in São Paulo, Brazil, in which the intention is to promote the process of teacher reflection, considering the evaluations made by students about the teachers and their teaching practices and considering the educational demands of the teaching staff. The educational action is part of the teachers' continuing education, and is organized and developed by a group of educators consisting of the principal and the pedagogical coordinators. The study is guided by the question: What is the school's power to establish itself as an agency for the continuing education of its Mathematics teaching staff?. This study is incorporated into a larger research project that focuses on the school as a locus of continuing education guided by the teacher's and the reflective school's references. In the article, the discussion focuses on the process of planning educational meetings and their repercussions on teachers. The theoretical framework refers to the concepts of reflective teacher and reflective school. The educational action fits into the concept of research-education. Based on questions asked to the group of educators, the process of reflection in which the group is inserted is evident, which allows planning processes of reflection in Mathematics teachers. The purposes of the group refer to the teaching and learning processes and professional development reverberated by the reflection that the action can promote in Mathematics teachers.