Continuous teacher formation in the PNAIC: the imaginary of the study advisers of Barra do Bugres-MT

Abstract

This article presents the results of a master's research conducted in the interior of the state of Mato Grosso, in the municipality of Barra do Bugres, referring to the continuous teacher formation of the PNAIC in Mathematics. Under the bias of Discourse Analysis - AD of French strand, we tried to reveal the imaginary of the study advisers of the PNAIC program, the Municipal Coordinator - CM and the Advisor of Studies - OE, of the municipal school network, in the course of continuous formation of Mathematics, occurred in 2014. The theoretical framework was based on: Ball and Mainardes (2011), Tardif (2013), Jung and Sudbrack (2016), Pêcheux (2008) and Orlandi (1994, 2000, 2012). The results indicated that, for the municipal study advisers of the PNAIC, the course was a training space that led to the reflection of the pedagogical practices of literacy teachers, with a view to minimizing the gaps in teacher training in the mathematics teaching. They also showed that, in the imaginary of CM and OE, there are two representations very distinct continuous education: one before and the other subsequent to the formation of the PNAIC, which reveal to us their imaginary of "teacher, student, school and Mathematics".