Formação contínua de professores que ensinam matemática em Itacoatiara: contribuições da neurociência cognitiva para o trabalho docente numa perspectiva inclusiva

Abstract

The school, as a social institution, has undergone profound transformations driven by the technological advances that permeate contemporary society. These changes pose to teachers the challenge of acquiring new knowledge and continuously improving their teaching practices, generating essential demands for education. This study aimed to analyze how knowledge from Cognitive Neuroscience can enhance teaching practices through a continuing education course for Mathematics teachers working within the context of inclusive education in public schools in the municipality of Itacoatiara, Amazonas. To this end, a qualitative approach was adopted, ensuring coherence between the research problem and the methodological strategies employed. Action research was chosen as the methodological framework, as it enabled an interactive process in which participants contributed both to the production of knowledge and to the transformation of the investigated reality. The study was carried out in public schools in Itacoatiara that offer the final years of Elementary Education and High School, involving six Mathematics teachers who participated in a hybrid continuing education course. Data analysis followed Paul Ricoeur’s hermeneutic perspective, which values the relationship between the researcher and the object of knowledge, seeking interpretations capable of revealing new understandings and educational possibilities. Through the development of the proposed training course, the study sought to understand how knowledge about brain functioning can contribute to more effective, inclusive, and humanized methodologies in the teaching of Mathematics, especially in contexts marked by social and educational diversity. Based on the analysis of the interviews, the study sought to understand how teachers articulated collaborative and inclusive pedagogical experiences grounded in Cognitive Neuroscience, while valuing local knowledge and Amazonian identity. The results show that, despite the numerous challenges faced, continuing education, when articulated with advances in Cognitive Neuroscience has the potential to concretely reshape the teaching of Mathematics. It is expected that this study will foster reflections on the contributions of Cognitive Neuroscience to teacher education, highlighting the social role of graduate studies and promoting a critical evaluation of the quality of this training within Basic Education in Itacoatiara.