O impacto da participação em um laboratório de ensino de matemática escolar durante a formação inicial: uma análise dos discursos de professores do ensino básico

Abstract

In this dissertation, we aim to analyze and discuss, based on the speeches of teachers who graduated from the Mathematics Degree course at Universidade Federal Fluminense, how participation in a school Mathematics Teaching Laboratory as interns influences their teaching practices. Our objectives are: (1) Describe and analyze the notions about teaching practice and mathematics teaching reported, based on the discourses emerging from interactions in meetings held during the research; (2) Understand the research participants' perception of the LEMAT space and practices and their implications for their respective teaching activities. Our research was organized in 4 meetings held virtually between June and August 2021. These meetings included the author, his advisor and 3 mathematics teachers who interned at the Mathematics Teaching Laboratory at Colégio Universitário Geraldo Reis, LEMAT. From the analysis of the statements, following the Argumentative Strategy Model, we discuss topics such as the characterization of a LEM; the relationship between assessment and the educational proposal of this space and the relationship between teacher training in a LEM and the practices and issues of the mathematics teacher's role at school. In addition to the analysis of the perspectives brought by the participants, we also brought considerations arising from an analysis based on the Communities of Practice framework, as defined by Lave and Wenger, surveying the production of knowledge emerging from the interactions between the participants. In our research, we identified, from an analytical perspective, that the experiences of the participants in LEMAT served and continue to serve both as a basis for reflection and elaboration on their practices, allowing the transposition of LEM's theoretical perspectives to the regular classroom environment, and as an element catalyst for problematizations about organizational instruments for school teaching processes such as assessment and curriculum. Finally, we point out, prospectively, some questions that can be addressed in the future both in new research and in guidance for internships in the Mathematics Degree.