Contribuições de um grupo colaborativo no desenvolvimento profissional de professores da infância

Abstract

This article is the result of a research regarding the professional development
of teachers in Early Childhood Mathematical Education, who take part in a
Mathematics Education study group that has a collaborative aspect. The aim
of this study was to analyse signs of professional development that such
participation provides to experienced professionals and those at the
beginning of their careers. The methodical framework and analytical
procedures are based on a narrative research, which is recognized as a
possible course of action to understand the experience and bring forward to
the reader. The corpus of analyses was composed of transcripts and passages
of the recordings of the meetings, different writings produced by the teachers
and the interview transcript with two participants. The research was
produced in a narrative manner and pertains to the professional
development of two teachers; an experienced and a novice one, focusing
mainly on the interferences and correspondences observed in the
interactions between both professionals in the study group. The analysis of
the empirical research and the dialogues with the teachers allowed to infer
that the collaborative setting would create problems and modifications about
some teaching practices and support changes that resonate within their own
schools, contributing to their professional development. It was possible to
confirm that the discussions with people with distinct background
knowledge and additional visions, in different stages of their professional
career, provides a favourable condition to the professional development of
the teacher who works in Early Childhood Mathematical Education.