Formação de Professores de Matemática Articulação entre Desenvolvimento Profissional e Situações Didáticas de Modelagem
DOI:
https://doi.org/10.21527/2179-1309.2006.76.223-238Abstract
Este texto teoriza a formação de professores de Matemática para a educação básica, considerando a perspectiva do desenvolvimento profissional como potencial para oestabelecimento de modificações curriculares, na perspectiva de vivências no processo de formação e de ser professor. Nosso recorte considera ações de Modelagem Matemática na formação inicial e continuada, por meio da vivência e da incorporação de situações didáticas na prática educativa. Entendemos que a Modelagem Matemática pressupõe mudanças estruturais no fazer pedagógico – envolvendo
professor, aluno e saber matemático; exige uma nova cultura profissional – um professor reflexivo, crítico, colaborador e investigador da sua prática, e permite um (re)olhar nos processos de formação inicial e continuada – processos articulados e permeados por momentos marcantes, ensino reflexivo e trabalho colaborativo.
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