Formação continuada em contexto colaborativo: discutindo questões inerentes a Early Algebra

Abstract

In this article our goal was to analyze the implications that continuing
education, with a collaborative bias, based on the Reflection, Planning,
Action, Reflection (RePARe) methodology, brings to a group of teachers who
teach mathematics in the elementary school, about the concept of pattern in
sequence, within the scope of Early Algebra. As a theoretical contribution,
this research relied on Basil Bernstein's Theory of Codes and the literature
review under Early Algebra. Methodologically the research is part of a
qualitative approach, and the data were collected in the context of a Teacher
Training, based on a Hybrid Model, involving four elementary school
teachers. The results indicate that the experiences shared in this
collaborative context, together with the theoretical foundation, enabled the
mobilization of different knowledge and new meanings about working with
patterns in sequences in the elementary school. They also pointed out, at the
end of the training, the presentation by the teachers of a critical attitude
towards the realization and development of tasks with algebraic potential.