(Re)constitutição do ideario de futuros professores de matematica num contexto de investigação sobre a pratica pedagogica

The purpose of this research is to answer the question: how do the pedagogical ideary and the teaching practice of pre-service teachers of Mathematics (re)constitute themselves in a process of education mediated by action, reflection and investigation about the pedagogical practice?Thus, the objectives conducting this study are: first, to identify the constituent elements of the pedagogical ideary that is being produced by pre-service Math teachers -along their lives -about Mathematics, and its learning and teaching processes, and about the teaching practice in general.Second, to investigate how this ideary and the teaching practice of pre-service Math teachers are problematized and (re)constitute themselves in a process of action, reflection and investigation about the pedagogical practice in Mathematics.And, last, to investigate the relationship established between the process of ideary (re)constitution in pre-service teachers and their teaching practice.Thus, based on historical-cultural theoretical references on the subjects and their constitution, I approach the movement of the ideary (re)constitution and of the teaching practice of three pre-service teachers of Mathematics based on their daily lives.This approach was accomplished in the courses Teaching Practice and Supervised Teaching Apprenticeship I and II, taught at the night program Mathematics Teachers' Education, at the State University of Campinas (Unicamp), in 1999.These courses had as a conducting axis the initiation of students into a reflexive and investigative pedagogical practice.The road followed in this study was supported by the research method known as "narrative inquiry".The records and data analyzed were produced by those three pre-service teachers from autobiographies, episode or case analyses, written texts, reflexive diaries, conceptual maps, and interviews, among others.As I approached this movement, I wove a for each pre-service teacher.By means of this fabric I identified some of the constituent elements of their ideary that express its ethical and esthetic dimension.I have also understood, among other things, that: the (re)constitution of the pedagogical ideary of pre-service teachers of Mathematics has been pervaded by multiple voices along their lives, even before they enter a Teachers' Education Program, voices which other voices will join during a student's stay in the Program; the (re)constitution of this ideary is a non linear process, it is a complex process that does not respond to a cause-and-effect model, and that there is a dialectics between the (re)constitution of the pedagogical ideary of pre-service teachers and their teaching practice.Resulting from this comprehension, the term pedagogical ideary was (re)signified.Based on this (re)signification, I emphasize that the ideary of pre-service Math teachers -which is personal and untransferable -dwells in the movement between individual and social, singularity and plurality; therefore, it is a movement as well.That is, the ideary of pre-service teachers is historical: it produces history and it is produced by history

Action research · Apprenticeship · Reflexivity · Education and Digital Technologies · Education Pedagogy and Practices · Linguistics and Education Research

• La participación de profesores en la resignificación del currículo de matemáticas

  Open Access•Mónica María García-Quintero, Paula Andrea Rendón-Mesa et al.•Revista Latinoamericana de…•2020

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