Contextos de Colaboração e Reflexão entre professores e formadores que ensinam Matemática num Projeto de Pesquisa envolvendo Estudos de Aula

Abstract

This study is the result of evidence from a Research Project. This article
highlights how Classroom Studies can contribute to the promotion of
reflection and collaboration between teachers and trainers who participate
in a process of continuing education within the scope of a Research Project.
The investigation incorporates a qualitative interpretative approach. For its
development a multiplicity of methods was used, with the purpose of
obtaining greater security in the discussion and analysis of the results. The
research results show that the Research Project developed in the Classroom
Studies, promoted many situations of reflection from the investigation of the
praxis, allowing the group of teachers of all Learning Cycles to become
protagonists of their own professional development, which values the
knowledge of experience and consolidates knowledge in action and about
action and intensifies them by socializing in a collaborative and reflective
work centered on dialogue, negotiation, trust and respect, with a view to
improving the students' learning results.