The Research-Action on the continued formation in Environmental Education for Math teachers

ABSTRACT This paper, part of a doctoral research, presents and analyses the implications of a continued formation in environmental and math education based on the assumptions of a “Research-Action” qualitative research. The formation performed involved eight math teachers from final grades of state and municipal elementary schools of São Sebastião do Caí, state of Rio Grande do Sul, Brazil. The procedures used in this formation followed the steps of planning, action, observation and reflection for decision making. This paper is mainly grounded on the ideas of Carvalho (2001), Jacobi (2005), Sorrentino (2001), Castro (2001), Penteado (2010), Behrens (1996), Thiollent (1985, 1998). According to the collected data, we notice that the formation developed gave theoretical-practical subsidies for teachers to perform classroom activities promoting the development of environmental awareness within the ones involved in the educational process. And also, throughout the development of the environmental-themed activities in class, the teachers were able to contextualize math, approaching it to the local students’ reality.

摘要 本研究作为博士研究的一部分，提出并分析了基于行动研究（Research-Action）质性研究预设的环境教育与数学教育持续研修的相关影响。本次研修的参与对象为巴西南里奥格兰德州圣塞巴斯蒂昂杜卡伊市公立与市属小学高年级的8名数学教师。研修所采用的流程遵循了规划、实施、观察与反思以辅助决策的行动研究步骤。本研究主要依托卡瓦略（Carvalho, 2001）、雅科比（Jacobi, 2005）、索伦蒂诺（Sorrentino, 2001）、卡斯特罗（Castro, 2001）、彭特亚多（Penteado, 2010）、贝伦斯（Behrens, 1996）、蒂约朗（Thiollent, 1985, 1998）等人的理论观点。基于收集到的研究数据，本次开展的研修为教师开展课堂教学活动提供了理论与实践层面的支撑，助力在教育过程参与者中培育环境意识。此外，在课堂环境主题活动的开展过程中，教师能够将数学学科情境化，使其贴近当地学生的生活实际。