Entre escutas, descobertas e perplexidades: contribuições de abordagens narrativas no tratamento de temas sociais contemporâneos em um curso de licenciatura em matemática
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Data
2022-11-24
Autores
Gutzlaf, Taís Fernanda
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa é parte integrante dos interesses da linha de pesquisa História Oral, Narrativas e Formação de Professores: pesquisa e intervenção do Grupo História Oral e Educação Matemática – GHOEM, cujo objetivo principal é elaborar, intervir e analisar estratégias alternativas para a formação de professores que ensinam matemática considerando, dentre tais estratégias, a História Oral (HO) e, mais amplamente, as narrativas sobre a escola e a Educação (Matemática). Vinculam-se, assim, nessa linha, intervenção e investigação. Nesta perspectiva, investigar e analisar as potencialidades da HO como abordagem pedagógica para o ensino de história da Educação Matemática na formação de professores de Matemática foi o objetivo desta pesquisa. Para tanto, buscou-se analisar estratégias elaboradas e aplicadas por meio de uma intervenção junto à disciplina “História e Sociologia da Educação: Questões da Educação Matemática” oferecida no curso de Licenciatura em Matemática da Unesp – Rio Claro/SP. O registro dessa intervenção se deu por meio de filmagens e registros escritos os quais serviram de apoio para a preparação de entrevistas com os estudantes e professora da disciplina sobre as possibilidades e potencialidades dessa abordagem. Nesse sentido, a HO teve uma dupla função, foi utilizada como uma das estratégias pedagógicas na intervenção proposta – e, também, como metodologia de pesquisa, conduzindo a produção dos dados de nossa investigação. Além da intervenção envolvendo a HO, durante a disciplina foram trabalhadas outras formas narrativas na apresentação e discussão de alguns tópicos de seu conteúdo programático. Em nossa análise, visamos tecer compreensões sobre quais problematizações, discussões e engajamentos essas estratégias possibilitaram durante a referida disciplina, ao focar seus objetivos. É com base nas experiências vivenciadas na disciplina que as discussões e os resultados sinalizam contribuições para a formação de professores (de Matemática), de um modo geral, e, particularmente, para o ensino da história da Educação Matemática.
This research is an integral part of the research line Oral History, Narratives and Teacher Education: research and intervention of the Oral History and Mathematics Education Group - GHOEM, whose main objective is to elaborate, intervene and analyze alternative strategies for the formation of teachers who teach mathematics considering, among these strategies, Oral History (HO) and, more broadly, narratives about school and Education (Mathematics). Thus, in this line, intervention and investigation are linked. In this perspective, investigating and analyzing the potential of HO as a pedagogical approach for teaching the history of Mathematics Education in the formation of Mathematics teachers was the objective of this research. To this end, we sought to analyze strategies developed and applied through an intervention in the discipline “History and Sociology of Education: Issues in Mathematics Education” offered in the Mathematics Degree course at Unesp – Rio Claro/SP. The recording of this intervention took place through filming and written records which served as support for the preparation of interviews with the students and teacher of the subject on the possibilities and potential of this approach. In this sense, the HO had a double function, it was used as one of the pedagogical strategies in the proposed intervention – and also as a research methodology, leading to the production of data for our investigation. In addition to the intervention involving HO, during the discipline other narrative forms were worked on in the presentation and discussion of some topics of its syllabus. In our analysis, we aimed to weave understandings about what problematizations, discussions and engagements these strategies made possible during the referred discipline, by focusing on its objectives. It is based on the experiences lived in the discipline that the discussions and results signal contributions to the training of teachers (of Mathematics), in general, and, particularly, to the teaching of the history of Mathematics Education.
This research is an integral part of the research line Oral History, Narratives and Teacher Education: research and intervention of the Oral History and Mathematics Education Group - GHOEM, whose main objective is to elaborate, intervene and analyze alternative strategies for the formation of teachers who teach mathematics considering, among these strategies, Oral History (HO) and, more broadly, narratives about school and Education (Mathematics). Thus, in this line, intervention and investigation are linked. In this perspective, investigating and analyzing the potential of HO as a pedagogical approach for teaching the history of Mathematics Education in the formation of Mathematics teachers was the objective of this research. To this end, we sought to analyze strategies developed and applied through an intervention in the discipline “History and Sociology of Education: Issues in Mathematics Education” offered in the Mathematics Degree course at Unesp – Rio Claro/SP. The recording of this intervention took place through filming and written records which served as support for the preparation of interviews with the students and teacher of the subject on the possibilities and potential of this approach. In this sense, the HO had a double function, it was used as one of the pedagogical strategies in the proposed intervention – and also as a research methodology, leading to the production of data for our investigation. In addition to the intervention involving HO, during the discipline other narrative forms were worked on in the presentation and discussion of some topics of its syllabus. In our analysis, we aimed to weave understandings about what problematizations, discussions and engagements these strategies made possible during the referred discipline, by focusing on its objectives. It is based on the experiences lived in the discipline that the discussions and results signal contributions to the training of teachers (of Mathematics), in general, and, particularly, to the teaching of the history of Mathematics Education.
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Palavras-chave
Educação matemática, Formação de professores, História oral, História da educação matemática, Narrativas, Mathematics education, Teacher training, Oral history, History of mathematics education, Narratives