José Messildo Viana Nunes

A metodologia do percurso de estudo e pesquisa adaptada à formação inicial e continuada de professores de matemática Methodology of the study and research performance adapted to initial and continued training of mathematics teachers

Neste artigo objetivamos explicitar alguns aspectos metodologicos das nocoes originais do Percurso de Estudo e Pesquisa (parcours d’etude et de recherche, em frances), que os dois primeiros autores adaptaram como parte da metodologia de suas pesquisas de teses doutorais. As discussoes teoricas sao as que constam nos textos originais, na Lingua Francesa, dos quais traduzimos alguns trechos. As nocoes teoricas dos dispositivos didaticos de Trabalho Pessoais orientados, Atividades de Estudo e Pesquisa e Percurso de Estudo e Pesquisa norteiam o corpo textual das duas sessoes do artigo. Na segunda sessao expomos as adaptacoes metodologicas do PER, que conduziram as pesquisas doutorais dos dois primeiros autores. As conclusoes indicam que a metodologia do PER, com as devidas adaptacoes, possibilita um processo de formacao inicial e continuada de professores de matematica intermediado pela pedagogia do questionamento, conforme prever esse dispositivo didatico e metodologico . In this article we aim to explain some methodological aspects of the original notions of the Study and Research Path (PER), which the first two authors adapted as part of their thesis research methodology. The theoretical discussions are those that appear in the original texts, in the French language, of which we translate some sections. The theoretical notions of didactic devices of Guided Personal Work, Study and Research Activities and Study and Research Path guide the textual body of the article. we present the methodological adaptations of the PER that led the researches of the two doctoral theses. The conclusions indicated that the methodology of the PER, with the appropriate adaptations, allows an initial and continuous formation process of teachers of mathematics intermediated by the pedagogy of questioning, as predicted by this didactic and methodological device.