Do enredo à passarela da pesquisa : os saberes experienciais na docência em matemática

Abstract

In developing this thesis, I aimed to understand how experiential learning in mathematics teaching emerges narratively from training processes. Discussions start from the understanding that knowledge is lived in the dimension of uniqueness, of the specificities of events, generating a modified learning movement, structured and organized by what touches me in a unique way and what happens to me. That is why, from a theoretical and methodological point of view, the study I carried out was anchored in qualitative research because I believe that the subject and the formative reality are conceived as inseparable; and in the narrative research approach characterized by being a comprehensive/interpretive process of the narratives/experiences of the nine collaborators who work as high school mathematics teachers at the Federal Institute of Education, Science and Technology of Sertão Pernambucano. Based on this context and understanding the act of narrating as an act of knowledge, I proposed the reflective studio device. I weave the theoretical discussion from the historical process of training mathematics teachers and what was built as a result of this process based on training policies and teacher appreciation. By doing this movement, I realize that the relationships I establish with the world mark my way of thinking, acting and feeling teaching in my life, crossed by temporalities and formative experiences that I was able to experience throughout my teaching career. I explain the teacher-student relationship, from the perspective of everyday school life, assuming the idea that there is a latent production of experiences and experiences of teaching in Mathematics, which gives it forms and ways of conceiving how education is woven into the teaching of Mathematics. In this context, I defend the idea that the experiential learning of mathematics teaching is woven in the formative micro relationships that teachers develop by inhabiting the teaching profession in the school routine, producing knowledge, and lived experiences. I also point out that the experiences and knowledge are not directly linked to an explanation of the operational teaching of mathematics, but figure as ways of understanding how such experiences emerge from the relationship with the students. In addition, there is a clear concern on the part of teachers with the students' learning conditions and teaching that is articulated with the students' daily life and training needs. Finally, the thesis allows me to conclude that the formative triad of self, echo and heteroformation are central to the production of experiential learning by the mathematics teacher.