Resumo

VASQUEZ, Alícia Gonçalves  e  BACURY, Gerson Ribeiro. Continuing education and its contributions to mathematical practices in the field of Rural Education. Ciência educ. [online]. 2022, vol.28, e22052.  Epub 17-Nov-2022. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320220052.

This article presents thinking related to the mathematical practices of teachers, through continuing education, in Rural Schools. For the reflection on this theme, we take as a guiding basis the discussions arising from the Group of Studies and Research of Investigative Practices in Mathematics Education (GEPIMat). In this direction, we ask: which factors motivate and contribute to the processes concerning mathematical practices of teachers who work in the context of Rural Education? Our aim is to the initial paths in the making of teachers who work in the context of Rural Education with mathematical practices. It is a qualitative inquiry, a Case Study, carried out with two teachers from schools in Manaus, Amazonas, Brazil. As for methods, we used the following instruments of collection and analysis: observations, notes, recordings, and the use of training paths. The results highlighted that continuing education supports a reflection on the future mathematical practices of teachers.

Palavras-chave : Teacher training; Schooling; Mathematics teaching; Rural education.

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