Processo formativo com o professor que ensina Geometria: contribuição do Grupo Colaborativo

Abstract

This article seeks to synthesize some of the reflections that arise from a process of continuing teacher education in geometry in a collaborative group. The main objective of this study was to identify and analyze empirical evidence of collaboration in a group built to plan, discuss, and reflect about tasks for teaching geometry in the Middle School. As a source of data production, a questionnaire and audio and video recording were used. For interaction between the group members, weekly meetings were held, aimed at task planning, application of these tasks in the classroom and reflections after the development of the didactic sequence. The group, initially cooperative, became collaborative, mainly subsidized by mutual support and by respect between the members. With the training inserted in the school environment and carried out in conjunction with the university, this study points out that the school, the university, middle school teachers’ and researchers can learn together through shared and reflective exchanges. The collaborative environment allowed the production and/or reframing of knowledge, practicing reflections, in addition to advancing the professional development of each participant.