O que podem as narrativas na Educação Matemática brasileira
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Data
2020-06-23
Autores
Silva, Marinéia dos Santos
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Universidade Estadual Paulista (Unesp)
Resumo
Problematizar os diferentes discursos e modos de operar com as narrativas na Educação Matemática foi o principal objetivo desta pesquisa. O tema desse trabalho nasce de minhas vivências e de um estranhamento coletivo do Grupo de Pesquisa História Oral e Educação Matemática (Ghoem) que compreende uma expansão da presença das narrativas nos trabalhos e pesquisas em Educação Matemática. Desse modo, as compreensões aqui problematizadas partem, principalmente, das oito narrativas de pesquisadores que são líderes (em sua maioria) dos grupos de pesquisa que utilizam o termo “narrativas” em distintas perspectivas nos estudos e pesquisas na Educação Matemática. A História Oral foi arquitetada durante os movimentos da investigação como metodologia de pesquisa qualitativa potente para compreender os processos de subjetivação de cada colaborador e como cada um atribui significados às suas práticas e visões de mundo. Os resultados acenam para uma multiplicidade de compreensões e mobilizações das narrativas e seus modos de operar que, ao nosso ver, estão imbricados na própria maneira como os colaboradores compreendem a formação de professores e a Educação Matemática e mobilizam seus referenciais teóricos. De modo geral: O que podem as narrativas na Educação Matemática brasileira sinaliza que a potência do trabalho com as narrativas em processos de formação de professores está vinculada a uma política de narratividade, a qual compreende uma dimensão ética, porque respeita a visão de mundo dos sujeitos; estética, no sentido que propõe um estilo de escrita; e política porque diz respeito aos processos de subjetivação e empoderamento pessoal. Tais ideias também estão intimamente ligadas a um pensamento decolonial que busca romper com as barreiras político-social-epistemológicas de um conhecimento científico legitimado pela academia. As práticas mobilizadas pelos colaboradores são táticas que rompem com a epistemologia dominante, uma vez que elas propõem e permitem formas de subversão e lutas no campo educacional contra os discursos unilaterais que vêm ganhando corpo ultimamente. Esta pesquisa pretende contribuir diretamente com os esforços do Ghoem e de sua linha de pesquisa “História Oral, Narrativas e Formação de Professores: pesquisa e intervenção”, que, em síntese, busca explorar como as narrativas têm sido e podem ser compreendidas nos seus distintos fundamentos e objetivos. Esse trabalho busca corroborar outros estudos e pesquisas sobre as narrativas, dado a temática emergente no campo educacional e permite problematizar questões inerentes à produção do conhecimento na Educação Matemática, dada sua própria natureza de estar em constante processo de disciplinarização.
The main objective of this research was to problematize the different discourses and ways of operating with narratives in Mathematics Education. The theme of this work was born from my experiences and from a collective strangeness of the Oral History and Mathematics Education Research Group (Ghoem), which includes an expansion of the presence of narratives in the work and research in Mathematics Education. In this way, the comprehensions problematized here stem mainly from the eight narratives of researchers who are leaders (mostly) of research groups that use the term “narratives” in different perspectives in studies and research in Math Education. Oral History was architected during the research movements as a powerful qualitative research methodology to understand the processes of subjectivation of each collaborator and how each one attributes meanings to their practices and world views. The results signal a multiplicity of understandings and mobilizations of narratives and their modes of operation which, in our view, are imbricated in the very way collaborators understand teacher training and Mathematics Education and mobilize their theoretical references. In general: What can narratives in Brazilian Mathematical Education signal is that the power of working with narratives in teacher training processes is linked to a politics of narrativity, which includes an ethical dimension, because it respects the subjects’ worldview; aesthetics, in the sense that it proposes a style of writing; and politics, because it concerns the processes of subjectivation and personal empowerment. Such ideas are also closely linked to a decolonial thinking that seeks to break with the political-social-epistemological barriers of a scientific knowledge legitimized by academia. The practices mobilized by collaborators are tactics that break with the dominant epistemology, since they propose and allow forms of subversion and struggles in the educational field against the unilateral discourses that have been gaining body lately. This research aims to contribute directly to the efforts of Ghoem and his line of research “Oral History, Narratives and Teacher Training: research and intervention”, which, in synthesis, seeks to explore how narratives have been and can be understood in their different foundations and objectives. This work seeks to corroborate other studies and research on narratives, given the emerging theme in the educational field and allows for problematizing issues inherent to the production of knowledge in Mathematical Education, given its very nature of being in a constant disciplinary process.
The main objective of this research was to problematize the different discourses and ways of operating with narratives in Mathematics Education. The theme of this work was born from my experiences and from a collective strangeness of the Oral History and Mathematics Education Research Group (Ghoem), which includes an expansion of the presence of narratives in the work and research in Mathematics Education. In this way, the comprehensions problematized here stem mainly from the eight narratives of researchers who are leaders (mostly) of research groups that use the term “narratives” in different perspectives in studies and research in Math Education. Oral History was architected during the research movements as a powerful qualitative research methodology to understand the processes of subjectivation of each collaborator and how each one attributes meanings to their practices and world views. The results signal a multiplicity of understandings and mobilizations of narratives and their modes of operation which, in our view, are imbricated in the very way collaborators understand teacher training and Mathematics Education and mobilize their theoretical references. In general: What can narratives in Brazilian Mathematical Education signal is that the power of working with narratives in teacher training processes is linked to a politics of narrativity, which includes an ethical dimension, because it respects the subjects’ worldview; aesthetics, in the sense that it proposes a style of writing; and politics, because it concerns the processes of subjectivation and personal empowerment. Such ideas are also closely linked to a decolonial thinking that seeks to break with the political-social-epistemological barriers of a scientific knowledge legitimized by academia. The practices mobilized by collaborators are tactics that break with the dominant epistemology, since they propose and allow forms of subversion and struggles in the educational field against the unilateral discourses that have been gaining body lately. This research aims to contribute directly to the efforts of Ghoem and his line of research “Oral History, Narratives and Teacher Training: research and intervention”, which, in synthesis, seeks to explore how narratives have been and can be understood in their different foundations and objectives. This work seeks to corroborate other studies and research on narratives, given the emerging theme in the educational field and allows for problematizing issues inherent to the production of knowledge in Mathematical Education, given its very nature of being in a constant disciplinary process.
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Palavras-chave
Formação de professores, História oral, Decolonialidade, Política de narratividade, Discurso, Teacher training, Oral history, Decoloniality, Politics of narrativity, Speech