Outros diamantes: histórias da formação de professores (de Matemática) em uma região de garimpo
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Data
2021-08-31
Autores
Both, Eliete Grasiela [UNESP]
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Universidade Estadual Paulista (Unesp)
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Este texto é resultado de uma pesquisa de doutorado cujo objetivo é elaborar compreensões históricas sobre aspectos relativos à formação de professores (de Matemática) que atuaram na região de Barra do Garças, tendo como período de interesse a segunda metade do século XX. Essa é uma região surgida a partir do garimpo de diamantes e formada pelos municípios: Araguaiana, Barra do Garças, Pontal do Araguaia e Torixoréu, no estado de Mato Grosso, e Aragarças e Baliza, no estado de Goiás. O recorte temporal se inicia na década de 1950, pois foi a partir de quando encontramos professores que tenham lecionado na região de Barra do Garças, bem como documentações em instituições do nosso local de pesquisa. O recorte de fechamento foi determinado como o final da década de 1990, pois corresponde ao período de docência da maioria dos nossos depoentes, além de que, a partir do século XXI a Universidade Federal de Mato Grosso se estabeleceu como um polo regional de formação docente e, em especial, de formação de professores de Matemática, configurando um cenário bastante distinto daquele para o qual olhamos. O estudo foi desenvolvido mobilizando a metodologia da História Oral, por meio da qual cotejamos fontes orais, por nós produzidas, e demais fontes disponíveis, construindo narrativas históricas sobre aspectos da Educação Matemática na região citada. Para tanto, realizamos treze entrevistas com professores que atuaram nos municípios incluídos nesta pesquisa, e pesquisa documental em escolas, assessorias pedagógicas e prefeituras da região. Em nossas análises discutimos quatro temáticas, disparadas pelas narrativas que constituímos, que tratam de diferentes vieses pelos quais os professores (de Matemática) que entrevistamos se formaram. São elas: as migrações, familiares ou individuais, para estudo, exercício da profissão e outros; os contextos socioeconômicos regional e/ou familiar e seus reflexos na profissionalização docente; as influências políticas na Educação regional; e os diferentes movimentos oficiais de habilitação docente a que os professores que entrevistamos tiveram acesso. Por meio desses textos, conceituamos a formação de professores como um processo subjetivo que extrapola os ambientes institucionais e/ou cursos profissionalizantes, sem, entretanto, desprezá-los. Este trabalho representa mais uma peça a compor o cenário caleidoscópico da história da formação de professores de Matemática no Brasil.
This text is the result of a doctoral research which aims to elaborate historical comprehensions about aspects related to the qualification of (Mathematics) teachers who worked in the region of Barra do Garças, whose period of interest is the second half of the 20th century. This is a region originated from the mining of diamonds and it is formed by the municipalities: Araguaiana, Barra do Garças, Pontal do Araguaia and Torixoréu, in the state of Mato Grosso, and Aragarças and Baliza in the state of Goiás. The time frame starts in the 1950’s, since this is when we have found teachers who have taught in the region of Barra do Garças, as well as documentation in institutions in our research area. The closing cut was determined as the end of the 1990’s, because it corresponds to the teaching period of most of our interviewees, besides the fact that, from the 21st century on, the Federal University of Mato Grosso was established as a regional pole of teacher qualification and, especially, of Mathematics teacher qualification, setting a quite different scenario from the one we looked at. The study was developed by mobilizing the Oral History methodology, through which we collate oral sources, produced by us, and other available ones, building historical narratives about aspects of Mathematics Education in the aforementioned region. To this end, we conducted thirteen interviews with teachers who worked in the municipalities included in this research, as well as a documentary research in schools, pedagogical consultancies, and city halls in the region. In our analysis, we discussed four themes, triggered by the narratives that we constituted, which deal with the different perspectives through which the (Mathematics) teachers we interviewed were qualified. They are: the migrations, family or individual, for study, professional practice and others; the regional and/or family socio-economic contexts and their reflections on teaching professionalization; the political influences on regional education; and the different official movements of teaching qualification to which the teachers we interviewed had access. Through these texts, we conceptualize teacher education as a subjective process that goes beyond institutional settings and/or professionalizing courses, without, however, neglecting them. This work represents one more piece to compose the kaleidoscopic scenario of the history of Math teachers education in Brazil.
This text is the result of a doctoral research which aims to elaborate historical comprehensions about aspects related to the qualification of (Mathematics) teachers who worked in the region of Barra do Garças, whose period of interest is the second half of the 20th century. This is a region originated from the mining of diamonds and it is formed by the municipalities: Araguaiana, Barra do Garças, Pontal do Araguaia and Torixoréu, in the state of Mato Grosso, and Aragarças and Baliza in the state of Goiás. The time frame starts in the 1950’s, since this is when we have found teachers who have taught in the region of Barra do Garças, as well as documentation in institutions in our research area. The closing cut was determined as the end of the 1990’s, because it corresponds to the teaching period of most of our interviewees, besides the fact that, from the 21st century on, the Federal University of Mato Grosso was established as a regional pole of teacher qualification and, especially, of Mathematics teacher qualification, setting a quite different scenario from the one we looked at. The study was developed by mobilizing the Oral History methodology, through which we collate oral sources, produced by us, and other available ones, building historical narratives about aspects of Mathematics Education in the aforementioned region. To this end, we conducted thirteen interviews with teachers who worked in the municipalities included in this research, as well as a documentary research in schools, pedagogical consultancies, and city halls in the region. In our analysis, we discussed four themes, triggered by the narratives that we constituted, which deal with the different perspectives through which the (Mathematics) teachers we interviewed were qualified. They are: the migrations, family or individual, for study, professional practice and others; the regional and/or family socio-economic contexts and their reflections on teaching professionalization; the political influences on regional education; and the different official movements of teaching qualification to which the teachers we interviewed had access. Through these texts, we conceptualize teacher education as a subjective process that goes beyond institutional settings and/or professionalizing courses, without, however, neglecting them. This work represents one more piece to compose the kaleidoscopic scenario of the history of Math teachers education in Brazil.
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Formação docente, História oral, Região de Barra do Garças, História da Educação Matemática, Subjetividades, Teacher qualification, Oral history, Barra do Garças Region, History of Mathematics Education, Subjectivities