Professores que ensinam matemática e desafiam o paradigma do exercício: uma análise das experiências em contextos de aprendizagem docente

Abstract

The present master's dissertation focuses on the experiences and learning that led to changes in the professional practice of mathematics teachers. This work takes on a multipaper format, organized into two distinct studies, guided by the following objectives: to understand how mathematics teachers in basic education relate their experiences to their learning aimed at challenging the exercise paradigm; and to understand how these teachers describe how they reconcile the challenge to the exercise paradigm with the school pedagogical practice in which they participate as educators. The data for these qualitative studies were generated through semi-structured interviews with six mathematics teachers in basic education, selected from a questionnaire administered to participants of the XIX National Mathematics Education Meeting (ENEM). The analyses indicate that these educators relate the way they challenge the exercise paradigm in the school context to a dynamic learning process that involves diverse and shared practices. Furthermore, the analyses also suggest that teachers reconcile the ways in which they deviate from traditional teaching with school pedagogical practice, primarily through an attitude of experimentation. This approach allows them to overcome limitations, seize opportunities, and transform adversities in the school context into circumstances favorable to challenging the exercise paradigm. Thus, we highlight the relevance of the articulation between teachers' life experiences and initial and continuing education courses and programs, so that different modes of professional practice may be offered to them. Finally, the data also point to the importance of teacher training that is more attentive to school pedagogical practice and that encourages teachers' experimentation attitude.