Aspectos do desenvolvimento profissional de docentes que ensinam matemática

Abstract

This thesis aims to investigate aspects of the professional development of teachers who teach mathematics, discussing the importance of collective work and the interaction of professionals who work at different stages of schooling. The term teacher professional development (DPD) was treated as a theoretical umbrella supported by works that consider teaching as a professional activity with specific knowledge. We defend that this knowledge is, eminently, emergent from practice, constituting our premise that the teacher develops professionally, continuously inserted in different practices and collectives, building identities with them. We communicate the thesis, initially, presenting the research in a panoramic way, constituting that theoretical premises and the methodological presentation, in what we call an extended introduction, and then we fragment our chapters into articles submitted to several journals. It is a communication in the format of multiple articles. The articles are complete with their objectives and specific questions, but interdependent, because we look at the same phenomenon – teacher professional development – from different and complementary aspects. We analyzed data produced through the immersion of the researcher in the professional environment of teachers who teach mathematics in the early years, inspired by the methodology of Participant Observation. In the first article, as a theoretical result, we articulate the production of teacher identity and subjectivity through the expression teacher-person, in the understanding that the “being” subject and the “being” a teacher are inseparable. And the data indicated the potential of teacher professional development that were highlighted in an analytical space composed of 3 axes, also inseparable: identification, senses of belonging and investigative attitudes. In the second, we systematize ideas seeking to make a political reflection having as centrality the epistemic discussion about the mathematical content itself, the mathematical content as a teaching purpose and its effects – problematized mathematics. Our analyzes indicate that processes of "denaturalization" of approaches, with discussions going through the nature of the mathematical contents to be taught and questioning the social contexts of the subjects, can reveal themselves as powers in the professional development of teachers, because they are articulated with aspects that indicate: transforming the teaching practice itself; reaffirm that to teach mathematics there is specific knowledge; the respect for local issues and productions; tensioning of conceptions about modes of mathematical production; and make possible the reflection on the own way of living in the world. In the last article, we promoted considerations, articulating theoretical and empirical results communicated in the other two articles, on two fronts that we titled as: (1) problematize the content of mathematics and the teaching achievement in mathematics; and (2) traits of the teaching professional development of the research subject group. Our results show that personal experiences are directly linked to approaches to teaching mathematics and both stand as potential for professional development - this is because it is impossible to dissociate the person and the teacher. We believe that we have indicated paths in the debate on teacher professional development that, apparently, are still hidden or little explored as those related to: the production of teacher identities in the consideration of the production of subjectivities, with the social effects of mathematics teaching and even, tacitly, with the public chosen here as research subjects - teachers who work in elementary school I.