Inovação Pedagógica na perspectiva da Insubordinação Criativa para o ensino de Matemática durante a formação continuada

Abstract

This article addresses pedagogical innovation for improving the teaching-learning process. To this end, it is necessary to implement actions in the classroom that can favor this process. The objective is to analyze the conception of pedagogical innovation held by teachers who teach mathematics in the early years of schooling, focusing on the development of innovative-collaborative pedagogical practices, during continuing education training organized by the study and research group. It is a basic study with a qualitative approach. The teachers' testimonies were analyzed using an electronic questionnaire, employing the Fedathi Sequence as a data analysis methodology. The testimonies revealed that the conception of pedagogical innovation is linked to a change in teaching posture that enables creative, unsubmissive actions, based on the use of strategies that favor the improvement of the teaching-learning process.