Benefits and challenges of collaborative work in the teaching of Mathematics in the pedagogical residency program<br>Benefícios e desafios do trabalho colaborativo no ensino de Matemática no Programa Residência Pedagógica

Abstract

As is pointed out in the literature, collaboration between teachers and other members of the school community not only enhances the teacher's education, but also leads to better student learning. However, it is not always easy to work in partnership, because this requires constant evaluation and the ability to take account of different opinions. For this reason, this study involves an investigation of the benefits and challenges of collaborative work, carried out by the Faculty of Mathematics at the Federal University of Pará, within the scope of the Pedagogical Residency Program, and under the supervision of a preceptor and three residents. Our methodology entailed conducting semi-structured interviews and the results of our analysis showed that the Pedagogical Residency was a means of providing new ideas for the teaching activities of the field schools. It also revealed that the different players involved had difficulty in understanding their roles, when dealing with a new project that is carried out in Brazil.Keywords: Collaborative Work; Teaching of Mathematics; Pedagogical Residency Program ResumoConforme aponta a literatura, o trabalho colaborativo entre professores e outros membros da comunidade escolar não só enriquecem a formação do professor, como contribuem para um melhor aprendizado por parte dos estudantes. Por outro lado, nem sempre é fácil realizar trabalhos em parceria, porque exigem constante avaliação e a habilidade de lidar com diferentes opiniões. Nesse sentido, no presente trabalho apresentamos uma investigação sobre as contribuições e desafios do trabalho em colaboração, desenvolvido pela faculdade de matemática da Universidade Federal do Pará, no âmbito do programa Residência Pedagógica, na percepção de um preceptor e três residentes. Para tanto, realizamos entrevistas semiestruturadas e nossas análises apontam que o Residência Pedagógica contribui com novas ideias para as atividades docentes da escola campo e revela a dificuldade dos atores em compreenderem seus papéis, tendo em vista tratar-se de um programa novo desenvolvido no Brasil.Palavras-chave: Trabalho Colaborativo; Ensino de Matemática; Programa Residência Pedagógica. ResumenComo se señala en la literatura, la colaboración entre docentes y otros miembros de la comunidad escolar no solo mejora la educación del maestro, sino que también conduce a un mejor aprendizaje de los estudiantes. Sin embargo, no siempre es fácil trabajar colaborativamente, porque requiere una evaluación constante y la capacidad de tener en cuenta las diferentes opiniones. Por tal motivo, este estudio involucra una investigación de los beneficios y desafíos del trabajo colaborativo, realizado por la facultad de matemáticas de la Universidad Federal de Pará, en el ámbito del programa de Residencia Pedagógica, y bajo la supervisión de un preceptor y tres residentes. Nuestra metodología implicó la realización de entrevistas semiestructuradas y los resultados de nuestro análisis mostraron que la residencia pedagógica fue un medio de aportar nuevas ideas para las actividades docentes de las escuelas de campo. También reveló que los diferentes actores involucrados tuvieron dificultad para entender sus roles, considerando que es un nuevo proyecto que se lleva a cabo en Brasil.Palabras clave: Trabajo en colaboración, Enseñanza de matemáticas, Proyecto Residencia Pedagógica

Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration

“…It is reasonable to assume that the environment of the collaboration enabled forward progress of the group's work. Pereira et al (2020) describe a collaboration between three groups of actors: supervising teachers (counselors) who were university lecturers in mathematics, and who formed a link between the university and school administrators; the teachers in the project schools who acted as facilitators and helped pre-service teachers to adapt to the life of the school community; pre-service teachers who were studying for a mathematics degree course. Ribeiro (2020) describes how teachers and teacher educators, working collaboratively, created opportunities to reflect on their knowledge and to share their practical classroom experiences.…”

“…This was echoed in another Theme C paper by Griese et al (2020), who stated that the "last 40 years have been characterized by a shift from teachers working in isolation to collegial collaboration" (p. 468), and in line with the work of Krainer (2003) pointing to the gradual shift towards teachers' work in more collaborative ways. Pereira et al (2020) also mentioned the tradition in their country (Brazil) of teachers "working in a solitary way" (p. 510). Widjaja and Vale (2020) contextualised their study through reference to the work of Robinson and Timperley (2007), who discussed the difficult role of facilitators when teacher autonomy and privacy of classroom practice is the norm.…”