Resumo

MENDES, Iran Abreu  e  SILVA, Carlos Aldemir Farias da. Problematization of sociocultural practices in teacher training in Mathematics. Rev. Exitus [online]. 2017, vol.7, n.2, pp.100-126.  Epub 20-Maio-2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2017v7n2id303.

In this article we present the development of a descriptive research of some sociocultural practices or professional activities for the organization of an ethnographic dossier which would constitute the basic material for the elaboration of didactical proposals for mathematic classes, with an in disciplinary focus, based on the realities researched. The purpose of the study was to make the teacher to explore these practices in the organization of multiple problematizations for his/her mathematic classes in elementary education. The actions executed were part of a broader research funded by CNPQ, The National Council of Research, and the theme included relationships among history, culture, social practices and Mathematical Education. From this point of view, the creation of connections among mathematics, society, cognition and culture, with contributions for the training of mathematic teachers, was our theoretical foundation, which materialized in the research of sociocultural practices of some social groups in Rio Grande do Norte and other states in the Northeast region of Brazil, aiming at the production of supporting material for the development of formative actions with a group of teachers from the Public Educational System of Rio Grande do Norte, which was part of the project. The results obtained were the basis for the elaboration of Basic Problematization Units (BPUs) by the teachers involved in the project, according to what Miguel and Mendes (2010) suggest, aiming at their use in both Middle and High schools.

Palavras-chave : Problematization; Investigation; Teacher Training.

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