Mapeamento da produção científica acerca da formação continuada de professores de matemática no período de 2011-2021

Abstract

Continuing teacher education is a fertile field to be investigated, given the need for teachers who have graduated from undergraduate or teaching degrees and are currently teaching. However, studies indicate that this training does not have as its main focus the reality of the teacher and the specific needs of students. In this article, we aim to investigate what are the dimensions contemplated in the continuing education of Mathematics teachers and described in the theses defended between the years 2011 to 2021. Of an exploratory and analytical nature, we used educational mapping as a methodology. This mapping is an initial study, carried out in the territory of theses and carried out in the Bank of Theses and Dissertations - BDTD and in the catalog of theses and dissertations of Capes. 14 theses were repertoire that made direct mention in the title of “continuing education of mathematics teachers”. The Southeast region presented the highest number of theses. We also found that didactics is at the heart of these formations. We believe that studies such as this one can support new research that deals with the continuing education of Mathematics teachers and the improvement in the quality of education.