O significado político da atuação de professoras e professores de matemática
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Data
2022-07-12
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho expõe uma pesquisa de mestrado em que se busca compreender como – os modos pelos quais – as políticas públicas voltadas para a educação afetam o trabalho de professoras e professores de matemática da rede pública estadual paulista de ensino, que atuam em Guaratinguetá, São Paulo. Para a investigação optou-se pela metodologia qualitativa, pois, além da revisão teórica para familiaridade com a região de inquérito, foram feitas entrevistas com os professores registrando-as por meio de gravação em áudio. A gravação foi transcrita constituindo-se em dados para a análise, que foi feita seguindo o rigor fenomenológico. A análise fenomenológica envolve dois momentos: a ideográfica e a nomotética. A análise ideográfica consiste em realizar repetidas leituras do texto da transcrição buscando por frases ou trechos das falas dos entrevistados significativas para a compreensão do interrogado. Essas frases são denominadas “unidades de significado” (US). Com elas salientamos algumas ideias consideradas nucleares que expressam, de forma resumida, o que é dito. Na análise nomotética, as ideias nucleares contribuem para articular as convergências e divergências interpretadas. Esse movimento interpretativo, que se inicia na particularidade de cada entrevista, caminha para a busca de significados mais abrangentes, interpretados pela pesquisadora à luz de sua interrogação de pesquisa. Esse percurso possibilita expor, em categorias abertas, a generalidade do interrogado. Nesta pesquisa três categorias se mostram: O Sentimento de Pertença a uma Comunidade, relacionada às vivências em comunidade e à formação da pessoa; O Sentimento de Impotência Frente às Imposições Legais, relacionada à estrutura escolar brasileira e como seu funcionamento pode impedir o trabalho docente; e A Ação Política de Ser Professora ou Professor, relacionada ao modo próprio de ser professora ou professor de matemática. Essas categorias, ao serem discutidas em articulação com os autores lidos, possibilitam que a pesquisadora exponha o modo pelo qual as políticas públicas educacionais, em alguns casos beneficiam e, em outros, prejudicam o trabalho docente. Por fim, mostra-se para nós que essa afetação se dá porque tais políticas: incentivam ou limitam as ações coletivas das professoras e professores; e são de natureza contingencial, sustentadas por significantes esvaziados de sentido. Também identificamos que ações das professoras e professores são políticas e realizadas diante das adversidades relacionadas às políticas públicas.
This work exposes masters research which was sought to comprehend how – the ways in which – public educational policies affect the work of mathematics teachers from the São Paulo state public teaching system, performing in the city of Guaratinguetá. For the investigation it was chosen the qualitative methodology, because besides the theorical revision for familiarity with the region of inquiry, it was conducted interviews with the teachers recorded through audio. The recordings were transcribed as they would be constituted as data for the analysis, which was done according to the phenomenological rigor. The phenomenological analysis involves two moments: the idiographic one and the nomothetic one. The idiographic analysis consists in doing repeated readings of the transcribed text seeking sentences or speech excerpts of the interviewees that are meaningful for the comprehension of what is interrogated. These excerpts are denominated “meaning units” (MU). In them we highlight some ideas considered nuclear which express, in a brief way, what is said. In the nomothetic analysis nuclear ideas contribute to articulate the interpreted convergencies e divergencies. This interpretative moment, which starts from the particularity of each interview and moves towards the search of broader meanings, interpreted by the researcher under light of their research interrogation. This path makes it possible to expose, in open categories, the generality of what is interrogated. In this research, three categories are shown: The Feeling of Belonging to a Community, which relates to community experiences and the formation of the person; The Feeling of Impotency Towards Legal Impositions, which relates to the Brazilian school system and how it can sometimes be an impediment to teachers’ work; and The Political Action of Being a Teacher, which relates to one’s own way of being a mathematics teacher. As they are discussed and articulated with the read authors, the categories make it possible for the researcher to expose the way in which public educational policies, in some cases beneficiate and, in other cases, jeopardize teachers’ work. Finally, it is shown to us that this affectation occurs because such policies: either encourage or limit teachers’ collective actions; and are of a “contingent” nature, sustained by signifiers deprived of meaning. We also identify what teachers’ actions are political, taken in front of the adversities related to public policies, and interpret their meaning.
This work exposes masters research which was sought to comprehend how – the ways in which – public educational policies affect the work of mathematics teachers from the São Paulo state public teaching system, performing in the city of Guaratinguetá. For the investigation it was chosen the qualitative methodology, because besides the theorical revision for familiarity with the region of inquiry, it was conducted interviews with the teachers recorded through audio. The recordings were transcribed as they would be constituted as data for the analysis, which was done according to the phenomenological rigor. The phenomenological analysis involves two moments: the idiographic one and the nomothetic one. The idiographic analysis consists in doing repeated readings of the transcribed text seeking sentences or speech excerpts of the interviewees that are meaningful for the comprehension of what is interrogated. These excerpts are denominated “meaning units” (MU). In them we highlight some ideas considered nuclear which express, in a brief way, what is said. In the nomothetic analysis nuclear ideas contribute to articulate the interpreted convergencies e divergencies. This interpretative moment, which starts from the particularity of each interview and moves towards the search of broader meanings, interpreted by the researcher under light of their research interrogation. This path makes it possible to expose, in open categories, the generality of what is interrogated. In this research, three categories are shown: The Feeling of Belonging to a Community, which relates to community experiences and the formation of the person; The Feeling of Impotency Towards Legal Impositions, which relates to the Brazilian school system and how it can sometimes be an impediment to teachers’ work; and The Political Action of Being a Teacher, which relates to one’s own way of being a mathematics teacher. As they are discussed and articulated with the read authors, the categories make it possible for the researcher to expose the way in which public educational policies, in some cases beneficiate and, in other cases, jeopardize teachers’ work. Finally, it is shown to us that this affectation occurs because such policies: either encourage or limit teachers’ collective actions; and are of a “contingent” nature, sustained by signifiers deprived of meaning. We also identify what teachers’ actions are political, taken in front of the adversities related to public policies, and interpret their meaning.
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Palavras-chave
Educação matemática, Políticas públicas educacionais, Fenomenologia, Professora de matemática, Professor de matemática, Educação básica, Mathematics education, Public educational policies, Phenomenology, Mathematics teacher, Basic education