Aspectos socioculturais e políticos na especialização do conhecimento do professor de Matemática: interfaces entre o Programa Etnomatemática e o modelo do Conhecimento Especializado do Professor de Matemática (MTSK)
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Data
2021-12-02
Autores
Ribeiro, Renato Douglas Gomes Lorenzetto
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Universidade Estadual Paulista (Unesp)
Resumo
Assume-se, tendo como norte o Programa Etnomatemática, que os contextos socioculturais e políticos influenciam de forma determinante a produção de conhecimento, tanto na esfera coletiva quanto na individual, e que essa influência apresenta as mais variadas interfaces. Explorou-se uma em particular, enfocada no conhecimento do professor de matemática, em sua prática profissional específica, que incorpora tais contextos nos quais seus estudantes estão imersos. Dá-se destaque principalmente ao conhecimento docente que leva em consideração o conhecimento do educando, com origem em sua realidade imediata, e que tem potencial de valorizá-lo e de permitir que ela seja objeto de reflexão crítica por parte do estudante. Adota-se a noção de conhecimento especializado do professor de matemática e evidenciam-se exemplos do processo de especialização do conhecimento. Dentre as compreensões aqui realizadas, destacam-se as relacionadas com a motivação do docente e fatores que facilitam ou dificultam determinadas práticas e que, por sua vez, impulsionam ou bloqueiam os processos de produção de novos conhecimentos por parte do professor. Utiliza-se o modelo do conhecimento especializado do professor de matemática (MTSK) e a teoria fundamentada (Grounded Theory) tendo como principal referencial a Etnomatemática em uma perspectiva d’ambrosiana. O estudo, em duas etapas distintas, envolveu dois professores de matemática que lecionam para estudantes de mesma faixa etária (Ensino Médio), um espanhol e outro brasileiro, e produziu dados com observação de suas práticas, questionários com questões abertas e de entrevistas semiestruturadas. Para garantir uma análise com caráter holístico, desenvolveu-se uma abordagem metodológica específica composta por três movimentos que consideram releituras de metodologias consolidadas, o primeiro baseado na teoria fundamentada, o segundo no modelo MTSK e o terceiro, que revisita os dois primeiros simultaneamente aos dados primários com um olhar atrelado ao Programa Etnomatemática. Foi possível, nas duas etapas da pesquisa, estimular os docentes a exporem conhecimentos que se referem à realidade imediata dos estudantes e reconhecidos como provenientes de ambientes externos à escola e discutir as relações que fazem com as especificidades do ensino de matemática. A interação entre a Etnomatemática e a noção de conhecimento especializado do professor de matemática, com auxílio do modelo MTSK, produziu uma proposta de compreensão do conhecimento como parte de uma rede complexa que inclui vários elementos, em especial as crenças e as ações dos docentes, em que o caráter central é atribuído não aos elementos, mas às conexões entre eles. O estudo em si foi capaz de assumir o papel de uma atividade formativa para os docentes participantes e isso foi evidenciado pela comparação de seus discursos entre uma entrevista e outra. Considera-se que foram realizadas contribuições teóricas para o contexto de pesquisa sobre o conhecimento do professor, tais como um detalhamento dos produtos culturais representados pela tríade artefatos / sociofatos / mentefatos, o entendimento de que a especialização do conhecimento é identificada quando se analisa o conjunto de conhecimentos e não somente os especializados e a proposta de que a rede formada por crenças, conhecimentos e ações do docente se torna cada vez mais entrelaçada, fazendo com que os elementos sustentem uns aos outros, facilitando novas conexões com elementos compatíveis ao passo que prejudicam novas conexões quando incompatíveis. As compreensões que o estudo permitiu, as propostas teóricas e a realização de entrevistas que produzem espaços formativos ao docente parecem promissoras para futuras atividades de formação de professores.
It is assumed that socio-cultural and political contexts, taking the Ethnomathematics Program as a guide, have a decisive influence on the production of knowledge, both in the collective and individual spheres, and that this influence has a variety of interfaces. The main emphasis is on the teacher's knowledge that considers the student's knowledge, which originates in his or her immediate reality, and has the potential to value it and allow it to be the object of critical reflection by the student. The notion of the mathematics teacher's specialized knowledge is adopted, and examples of the process of knowledge specialization are highlighted. Among the understandings made here are those related to the motivation of the teacher and factors that facilitate or hinder certain practices and that, in turn, drive or block the processes of production of new knowledge by the teacher. The model of the mathematics teacher's specialized knowledge (MTSK) and the Grounded Theory are used, having as main reference the Ethnomathematics in a D'Ambrosian perspective. The study, in two different stages, involved two mathematics teachers who teach students of the same age group (high school), one Spanish and the other Brazilian, and produced data with observation of their practices, questionnaires with open questions and semi-structured interviews. To ensure an analysis with a holistic character, a specific methodological approach was developed consisting of three analytical movements that consider re-readings of consolidated methodologies, the first based on Grounded Theory, the second on the MTSK model and the third that revisits the first two simultaneously with primary data and with a look at the Ethnomathematics Program. It was possible, in the two stages of the research, to stimulate the teachers to expose knowledge that refers to the immediate reality of the students and recognized as coming from environments outside the school and to discuss the relations it makes with the specificities of mathematics teaching. The interaction between Ethnomathematics and the notion of the mathematics teacher's specialized knowledge, with the help of the MTSK model, has produced a proposal for understanding knowledge as part of a complex network that includes other elements, particularly the beliefs and actions of the teachers, in which the central character is attributed not to the elements, but to the connections between them. The study itself was able to assume the role of a formative activity for the participating teachers, and this was evidenced by the comparison of their speeches between one interview and another, since in a later interview the teachers presented more complex considerations based on a previous interview. It is considered that some fruitful theoretical contributions were made to the research context about teachers' knowledge, such as a detailing of the cultural products represented by the triad artifacts / sociofacts / mentifacts, the understanding that the specialization of knowledge is identified when the set of knowledge is analyzed and not only the specialized ones, and the proposal that the network formed by beliefs, knowledge and actions of the teacher becomes increasingly intertwined so that the elements support each other, facilitating new connections with compatible elements while hindering new connections when incompatible. The comprehensions that the study allowed, the theoretical proposals and the interviews that produce formative spaces for teachers seem promising for future teacher training activities.
It is assumed that socio-cultural and political contexts, taking the Ethnomathematics Program as a guide, have a decisive influence on the production of knowledge, both in the collective and individual spheres, and that this influence has a variety of interfaces. The main emphasis is on the teacher's knowledge that considers the student's knowledge, which originates in his or her immediate reality, and has the potential to value it and allow it to be the object of critical reflection by the student. The notion of the mathematics teacher's specialized knowledge is adopted, and examples of the process of knowledge specialization are highlighted. Among the understandings made here are those related to the motivation of the teacher and factors that facilitate or hinder certain practices and that, in turn, drive or block the processes of production of new knowledge by the teacher. The model of the mathematics teacher's specialized knowledge (MTSK) and the Grounded Theory are used, having as main reference the Ethnomathematics in a D'Ambrosian perspective. The study, in two different stages, involved two mathematics teachers who teach students of the same age group (high school), one Spanish and the other Brazilian, and produced data with observation of their practices, questionnaires with open questions and semi-structured interviews. To ensure an analysis with a holistic character, a specific methodological approach was developed consisting of three analytical movements that consider re-readings of consolidated methodologies, the first based on Grounded Theory, the second on the MTSK model and the third that revisits the first two simultaneously with primary data and with a look at the Ethnomathematics Program. It was possible, in the two stages of the research, to stimulate the teachers to expose knowledge that refers to the immediate reality of the students and recognized as coming from environments outside the school and to discuss the relations it makes with the specificities of mathematics teaching. The interaction between Ethnomathematics and the notion of the mathematics teacher's specialized knowledge, with the help of the MTSK model, has produced a proposal for understanding knowledge as part of a complex network that includes other elements, particularly the beliefs and actions of the teachers, in which the central character is attributed not to the elements, but to the connections between them. The study itself was able to assume the role of a formative activity for the participating teachers, and this was evidenced by the comparison of their speeches between one interview and another, since in a later interview the teachers presented more complex considerations based on a previous interview. It is considered that some fruitful theoretical contributions were made to the research context about teachers' knowledge, such as a detailing of the cultural products represented by the triad artifacts / sociofacts / mentifacts, the understanding that the specialization of knowledge is identified when the set of knowledge is analyzed and not only the specialized ones, and the proposal that the network formed by beliefs, knowledge and actions of the teacher becomes increasingly intertwined so that the elements support each other, facilitating new connections with compatible elements while hindering new connections when incompatible. The comprehensions that the study allowed, the theoretical proposals and the interviews that produce formative spaces for teachers seem promising for future teacher training activities.
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Palavras-chave
Etnomatemática, Conhecimento especializado do professor de Matemática, Modelo MTSK, Formação de professores, Teoria Fundamentada, , Ethnomathematics, Mathematics teacher's specialized knowledge, MTSK model, Teacher education, Grounded Theory