Sobre ensinar matemática no ensino médio: compreensões a partir de narrativas docentes

• Autor(a) principal: Silva, Eliel Moraes da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)
• Texto Completo: https://repositorio.ufersa.edu.br/handle/prefix/5306
• topic: Educação matemática; Ensino de matemática; Narrativas (auto)biográficas; Ensino médio; Mathematical education; Mathematics teaching; (Self) biographical narratives; High school; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The dissertation focuses and reflects the experiences of mathematics teachers who work in high school. The primary objective is to identify, in (self) biographical narratives of teachers, conceptions, methodologies and practices of teaching mathematics in high school. What do Mathematics teachers who work in high school tell about their teaching experiences? This questioning guides the methodological path that has in the (Auto) Biographical Research in Education its assumptions. The corpus used for analysis consists of five oral narratives and later transcribed. Five Mathematics teachers who teach in public schools are participating, three of which are part of the effective staff of the Department of Education of the State of Ceará and two staffed by the State Department of Education and Culture of Rio Grande do Norte. The empirical findings were collected throughout 2018, by conducting narrative interviews suggested by Jovchelovicth; Bauer (2002). The (self) biographical narratives allowed mathematics teachers, on the one hand, to revisit their teaching conceptions and methodologies and, on the other hand, allowed them to return to themselves and, consequently, to reflect the different motivations that inferred the professional choice for the degree in Mathematics. As results, we highlight: the existence of intrinsic (subjectivity) and extrinsic (socioeconomic) motivations for the choice of teaching in mathematics; feelings of pedagogical isolation, as there are few spaces for exchanges, dialogues and listening among teachers within schools. Teachers perceive teaching and teaching as a political and citizenship act, thus, they infer their practices as educators of social subjects. Regarding teaching practices within the current context of the public school, teachers present the difficulties related to theory and practice, stating that a distance between content and everyday “real” life persists in school. In the narratives, teachers also explain which strategies they use in teaching mathematics. Not always aware of these strategies, they speak of the need for contextualization and development of activities such as mathematical scavenger hunts, research projects, videos, games, music and technological tools, among others. Regarding curriculum changes, practices, challenges and perspectives, teachers argue that updates are necessary, but should reflect on the dialogical basis of school daily life and not on a hierarchical relationship of institutional power. The reform of high school worries teachers because it reaches schools without structural and basic changes are minimally met. The narratives show that there are daily pedagogical, economic and political challenges on the “school floor” that are not glimpsed in the reform. Finally, we are driven to think that the (self) biographical narrative can be an instrument used in initial, continuing and daily schooling, in view of the possibility of creating a dialogic network. Therefore, the creation of listening spaces within schools is becoming increasingly necessary, not in a prescriptive perspective on the modes of conduct, methodologies and practices in the classroom, but rather on generous reflective exchanges and dialogues and conscious sharing