Relações com o saber matemático em um processo de formação compartilhada com professoras dos anos iniciais do ensino fundamental

Abstract

The research, with a qualitative approach, aimed to investigate whether the (re)significations in the relationships that Elementary School teachers establish with the disciplinary knowledge mobilized to teach Mathematics, in a process of shared formation, can give rise to Teaching Activity. We have as a research question: What relationships established with mathematical knowledge in the Teaching Activity enable the professional development of teachers? For this, this research proposes: (1) to analyze the relationship that teachers establish with the mathematical knowledge mobilized throughout their professional training trajectory and (2) to identify the (re)significations of the relationships established with the mathematical knowledge developed in the Activity of Training. The proposal was to promote an extension course with face-to-face meetings that took place from October to December 2019, in which the research participants were elementary school teachers from a private school located in the interior of Minas Gerais. This course was organized in order to problematize some myths that involve Mathematics and the teaching of Mathematics, in addition to proposing situations that allow teachers to be in Teaching Activity, which we propose as the unit between the Teaching Activity and the Training Activity, the pedagogical praxis. The instruments of analysis used were the oral records obtained by voice recorders and the memorials produced by the teachers, in addition to the researcher's field diary. Based on the historical-cultural perspective, for the analysis of the research data, we used the meaning nuclei for the apprehension of the constitution of the meanings constituted by the participants, forming the meaning nuclei Relation with teaching knowledge and Training Activity. From these nuclei, we seek to understand how the teachers conceived Mathematics and we propose discussions for the reflection of certain myths around Mathematics. We also seek to identify the relationship with the mathematical knowledge mobilized by the teachers in the Training Activity, identifying fear, inferiority, dominance and disaffection, all related to experiences that the teachers had when they were still basic education students. In the Training Activity, the teachers reflected on their practices and on the difficulty that their students may face when studying the decimal system, characterizing a dialectical movement with the Teaching Activity, thus constituting the Teaching Activity.