Práxis docente no ensino de Matemática: construções de sentido a partir da mediação com tirinhas

Abstract

In school practice, the educator signifies and re-signifies his or her knowledge. It is therefore essential to critically analyze the types of knowledge that involve teaching work. In this sense, it was intended to use comic stripsas a mediating tool in teacher training in order to develop critical dialogues about mathematicsteaching. The aim was to analyze the teachers’ constructions of meaning, besides reflecting on the possible presence of myths in learning, as well as the importance of the word in school practice. Mediation was developed in a focus group comprising teachers from a research group. In turn, the analysis of the dialogues enabled us to apprehend the participants’ constructions of meaning. Finally, the mediation with the strips enabled us to analyze the teacher activity in mathematics teaching, whose types of knowledge are signified and re-signified according to teacher experience, context and needs.