Potencialidades da narrativa autobiográficas de uma professora de matemática: um percurso de experiências e auto(trans)formação

Abstract

This dissertation aims to investigate my process of self-(trans)formation as a Mathematics teacher throughout my professional teaching career, striving for an empathetic pedagogical practice. The general objective of this study is to unveil some of my professional experiences that influenced my self-(trans)formation as a Mathematics teacher for Basic Education students. I intend to achieve the following specific objectives: i) revisit my professional journey, emphasizing the context of the project 'Corrupt. Me?!'; ii) reveal moments of autonomy, creativity, collaborative work, and creative insubordination in my teaching trajectory; and iii) verify my moments of sensitive listening, critical reflection, problematizing dialogues, perception of incompleteness, and awareness. To this end, I use the methodology of autobiographical narrative, with a qualitative approach, to seek understanding how personal and professional experiences contribute to my professional development and the adoption of a sensitive and reflective stance, both inside and outside the classroom. The research is based on my experience reports and reflective records, and on the narrative involving the development of an interdisciplinary project with 9th-grade students (Ensino Fundamental), which reveals itself as the space for greatest teacher reflection. The theoretical framework is based on the concepts of self-formation, self-(trans)formation, creative insubordination, and autobiographical narrative within the contexts of pedagogical practices. The results show that critical reflection on my own experiences allows for the reframing of challenges and the enhancement of teaching strategies, motivated by the experience of dynamizing the interdisciplinary project. I highlight my self-(trans)formation, which reveals an empathetic teacher with a more humanized teaching posture. As future perspectives, I emphasize that the perception of my path of teacher self-(trans)formation is configured as a continuous process, in which reflection on practice and sensitive listening become fundamental for my pedagogical performance, emerging with greater awareness and eager for transformations.