Cenários para investigação em aulas de matemática: superando situações-limite na formação e na prática docente
DOI:
https://doi.org/10.30612/tangram.v8i1.19347Keywords:
Scenarios for research, Critical Mathematics Education, Teacher trainingAbstract
This article presents how it is possible to overcome extreme situations in teacher training and in mathematics classes by adopting scenarios for investigation as a teaching practice. With the aim of developing actions aimed at overcoming extreme situations, we proposed a continuing education program that was developed with five teachers from the initial years of elementary school at a state school in São Paulo. This investigation, the result of a doctoral research, has a qualitative approach and characteristics of action research. The data produced were interpreted in the light of Dialogical Discourse Analysis. The results showed that the teachers were subjected to a bureaucratization of the school system that resulted, in their perception, in extreme situations that, in principle, could not be overcome. However, the awareness-raising process developed and the work with scenarios for investigation made it possible to develop actions to overcome these situations in teacher training and in mathematics classes.
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