Dar-se conta de tornar-se professor de Matemática
Arquivos
Data
2022-03-08
Autores
Bispo, Verusca Santos
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Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa de mestrado apresentamos a investigação da trajetória do dar-se conta do tornar-se professor de Matemática vivenciado por professores da Educação Básica (anos finais do Ensino Fundamental II e Ensino Médio) que possuam, pelo menos, dois anos de atuação em sala de aula. Assumindo a pesquisa qualitativa de abordagem fenomenológica, buscamos dialogar com professores tornando-lhes possível expor como, para eles, se constitui esse dar-se conta de tornar-se professor de Matemática. As entrevistas foram realizadas pelo Google Meet (em virtude da pandemia da COVID-19), gravadas e transcritas, tornando-se texto aberto à interpretação. O processo de organização e análise dos dados se deu seguindo os preceitos da pesquisa fenomenológica, isto é, por meio da análise ideográfica, na qual se busca evidenciar as particularidades das falas dos sujeitos, e da análise nomotética, que dá possibilidade de, pela interpretação de sentidos e significados, elaborar convergências que caminham para tornarem-se categorias de análise. Essas categorias expõem regiões de generalidade que, ao serem discutidas, evidenciam a compreensão do fenômeno. Constituímos três categorias: o mostrar-se na afetividade professor e aluno; o mostrar-se do ser professor; e o mostrar-se no como ele (o professor) entende os desafios da profissão. Diante das reflexões acerca da interrogação de pesquisa, vê-se que os sujeitos da pesquisa consideram que somos diariamente convidados a nos permitir sermos professores sem apenas se dispor a ministrar aulas, mas capaz de ser sensível ao outro, capaz de ver os alunos como pessoas que têm ideias, sentimentos, emoções, dúvidas, incertezas e que, por vezes, carecem de atenção e auxílio. Somos convidados, também, a não apenas lidar com os conteúdos curriculares, mas se envolver com questões relativas à própria vida, compreendendo que o dar-se conta de ser professor não acontece num instante, no agora, vai se dando na vivência profissional. Abrindo-se à compreensão do outro, que também é parte do seu ser em comunidade, à transformação da sociedade, aos avanços tecnológicos, às mudanças que são requeridas em sua forma de ensinar, o professor vai entendendo o seu papel na formação da pessoa humana. Assim, o professor constrói, ao longo de sua carreira, um modo próprio de lidar com os conteúdos que ensina, com as turmas com as quais trabalha, com seus colegas de profissão, com a família, com os desafios, ou seja, ele busca modos de lidar com essas situações e, ao fazer isso, vai se dando conta do seu ser professor que se evidencia na abertura ao ouvir, na autonomia que delega aos seus alunos e na dedicação que entende ser importante ao desempenho da profissão.
In this master's research we present the investigation of the realizational trajectory of becoming a Mathematics teacher, as experienced by Brazilian Basic Education teachers (who work in grades equivalent to middle and high school) who possess at least two years of classroom work experience. Taking on a phenomenological qualitative approach, we sought to converse with these teachers, making it possible the exposition of the way that, for them, it is constituted the realization of becoming a Mathematics teacher. Due to the COVID-19 pandemic the interviews were conducted on the Google Meet platform, which were recorded and then transcribed, turning them into a text open to interpretation. The data organization and analysis process was carried out according to the precepts of the phenomenological research, that are the ideographic – which seeks to highlight particularities of the subjects’ speeches – and the nomothetic analyses - which allows us to establish convergences between different speeches through the interpretation of meanings that move towards the analysis categories. These categories expose the regions of generality that, when discussed, reveal the understanding of the phenomenon. In this paper we constituted three categories: the showing of oneself in teacher and student affectivity; the showing of being a teacher; and the showing of how they (the teacher) understand the challenges of their profession. In sight of the reflections over the research interrogation, it is seen that the research subjects understand that, by working in this profession, we are daily invited to allow ourselves to be teachers, not just in the sense of being willing to teach classes, but of being capable of being sensitive to the other, of seeing students as people who have ideas, feelings, emotions, doubts, uncertainties and who sometimes lack attention and support. We are also invited not only to deal with curricular contents, but to get involved in issues related to students’ own lives, which allows us to understand that the realization of becoming a teacher does not happen in an instant, in the now, but rather it takes place along the professional experience. As one opens oneself to the understanding of the other (who is also part of their being in a community), to the transformations of society, to the technological advances, to the changes that are required in their way of teaching, the teacher begins to understand their role in the formation of the human person. Thus, they build throughout their career their own way of dealing with the classes they teach, the students they work with, their professional colleagues, their students’ families, the challenges and, in this sense, they seek ways of dealing with different situations and by doing so they become aware (they realize) of their being a teacher. This is evident in their openness to listening, the autonomy they delegate to their students and their dedication, that they understand to be important for the performance of their profession.
In this master's research we present the investigation of the realizational trajectory of becoming a Mathematics teacher, as experienced by Brazilian Basic Education teachers (who work in grades equivalent to middle and high school) who possess at least two years of classroom work experience. Taking on a phenomenological qualitative approach, we sought to converse with these teachers, making it possible the exposition of the way that, for them, it is constituted the realization of becoming a Mathematics teacher. Due to the COVID-19 pandemic the interviews were conducted on the Google Meet platform, which were recorded and then transcribed, turning them into a text open to interpretation. The data organization and analysis process was carried out according to the precepts of the phenomenological research, that are the ideographic – which seeks to highlight particularities of the subjects’ speeches – and the nomothetic analyses - which allows us to establish convergences between different speeches through the interpretation of meanings that move towards the analysis categories. These categories expose the regions of generality that, when discussed, reveal the understanding of the phenomenon. In this paper we constituted three categories: the showing of oneself in teacher and student affectivity; the showing of being a teacher; and the showing of how they (the teacher) understand the challenges of their profession. In sight of the reflections over the research interrogation, it is seen that the research subjects understand that, by working in this profession, we are daily invited to allow ourselves to be teachers, not just in the sense of being willing to teach classes, but of being capable of being sensitive to the other, of seeing students as people who have ideas, feelings, emotions, doubts, uncertainties and who sometimes lack attention and support. We are also invited not only to deal with curricular contents, but to get involved in issues related to students’ own lives, which allows us to understand that the realization of becoming a teacher does not happen in an instant, in the now, but rather it takes place along the professional experience. As one opens oneself to the understanding of the other (who is also part of their being in a community), to the transformations of society, to the technological advances, to the changes that are required in their way of teaching, the teacher begins to understand their role in the formation of the human person. Thus, they build throughout their career their own way of dealing with the classes they teach, the students they work with, their professional colleagues, their students’ families, the challenges and, in this sense, they seek ways of dealing with different situations and by doing so they become aware (they realize) of their being a teacher. This is evident in their openness to listening, the autonomy they delegate to their students and their dedication, that they understand to be important for the performance of their profession.
Descrição
Palavras-chave
Educação Matemática, Formação de professores, Fenomenologia, Desenvolvimento profissional, Educação básica, Mathematics education, Teacher training, Phenomenology, Professional development, Basic education