Resumen

MACHADO DE LIMA, Mariza Antonia  y  MANRIQUE, Ana Lúcia. Public Policy of teacher training and continuous training of mathematics teachers: perceptions of training actions. Paradígma [online]. 2015, vol.36, n.2, pp.202-222. ISSN 1011-2251.

This article aims to discuss the limits and potentialities actions of continuous training offered by the State Secretariat of Education of São Paulo, Brazil, the Mathematics Teachers of the Public School System. We analyzed documents about actions of continuous training and questionnaires answered by mathematics teachers. Studies on continuing education processes developed in different states and municipalities show that the focus of these actions has been the development of the curriculum, and the portuguese language and mathematics the prioritized areas in these actions. Moreover, these studies show that investment in continuing education is oriented towards the improvement of teaching activities, aiming at success in student learning. The results indicate that the professional services, student learning and the salary issue mobilized teachers to participate in continuous training actions, and those actions have afforded curricular and didactic knowledge, assessment and technology, and to share experiences. However, actions are occasional and do not consider the school as a learning space for teachers and as a learning organization.

Palabras clave : Public Policy; Continuous Training of Teachers of Mathematics; Perceptions of Teachers.

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