Dificuldades e possibilidades na formação continuada de professores de matemática: um estudo em Sanharó-PE

Abstract

This study analyzes the challenges faced by Mathematics teachers in the municipal education system of the city of Sanharó, Pernambuco, with an emphasis on difficulties related to continuing education, working conditions, and pedagogical methodologies. This is a field study with a qualitative and descriptive approach, using questionnaires and semi-structured interviews with teachers. The study showed that, of the 17 professionals trained in Mathematics in the city, eight teach directly and adopt diverse methodologies, such as traditional, constructivist, and active practices, in addition to the use of digital technologies. The teachers pointed out challenges such as student disinterest, lack of resources, and the difference between what is required by the curriculum and the actual teaching conditions; for them, there is a need for continuing education focused on active methodologies, use of technologies, and topics such as mental health and inclusion. Theoretical references on teacher education were established by authors such as: Gomes (2016), Flugge and Silva (2014), and Gatti and Barreto (2009). This study concludes that improvements in school infrastructure, teacher appreciation and pedagogical strategies adapted to local reality are fundamental to promoting more inclusive, efficient and dynamic teaching, with a direct impact on the quality of learning and student development.