Docência compartilhada: a construção de um terceiro lugar na formação inicial de professores que ensinam matemática

Abstract

One of the main changes that students face when transitioning from the 5th grade to the 6th grade is related to their teachers’ academic training, which is divided into generalist and specialist educations, respectively. Considering this scenario, Universidade Federal do Rio de Janeiro and Colégio Pedro II created the Interdisciplinary Pedagogy and Mathematics Subproject of the Institutional Program for Teaching Initiation Scholarships (PIBID, in Portuguese), whose goal was to enable undergraduate students of Pedagogy and Mathematics to work in a shared teaching environment in 5th and 6th grades mathematics classes. This research aimed, therefore, to understand whether the subproject could be a way to stimulate the partnership between the school and the university and to build an educational third place capable starting a dialogue between the teachers’ training, the knowledge and the pedagogical practices of the 5th and 6th grade schoolteachers. The subproject occurred between November 2022 and April 2024. The locus of the study was Colégio Pedro II’s Humaitá Campus, a federal school located in the city of Rio de Janeiro, and had the participation of 24 undergraduate students, being 17 from the pedagogy course and 7 from the mathematics course. Viewing from a qualitative research perspective, this study was based on a methodology of research with narratives and studies on life stories and training. The instruments used for constructing the data were two educational activities of the subproject: biographical narratives about reference memories of the participants’ school trajectory, which were analyzed using the three-part reading methodology, and narratives about memory boxes produced by the participants, which were analyzed based on the Discursive Textual Analysis methodology and revealed the participants' learning during the project. This enabled the subproject to be understood as a formative experience. During the analyses, we sought to answer the following questions: Is the interdisciplinary Pedagogy and Mathematics subproject, through shared teaching, a path to building a third place? Does it allow the school and the university to work as teacher training partners, as intended by PIBID? Due to its interdisciplinary characteristic, does it promote dialogue between teachers’ training, knowledge and pedagogical practices adopted in the 5th and the 6th grades? After the analyses we interpreted that the subproject contributed to the building of a third place, as it enabled university professors and 5th and 6th grade teachers to work together in the initial training of teachers who teach mathematics, reaffirming that the school is an educational space and asserting the importance of the knowledge that emerges from it for teacher training. It was also observed that applying a shared teaching methodology in the 5th and 6th grades it was possible to tension discourses about teacher training, educational practices and the different knowledges of Pedagogy and Mathematics courses and also provided Pedagogy and Mathematics undergraduates with more knowledge about the training offered by these courses, especially on pedagogical practices in elementary and middle schools and on ways to build mathematical knowledge in these different segments. We hope that, with the teachings acquired by partaking in the project, participants will develop pedagogical practices in the field of mathematics that are attentive to the aspects that interfere in the transition from the 5th grade to the 6th grade, possibly impacting the school lives of their future students during their teaching careers.