A escuta da expressão do aluno na aula de Matemática: uma possibilidade de formação docente

Abstract

This research, qualitative of a phenomenological nature, guided by the question “What can listening to the student’s expression bring to teacher education?” was guided by the interpretations-comprehensions of five teachers who teach literacy in mathematics, as they were attentive to the expressions of the students in a listening exercise. To compose the study, the teachers were invited to participate in four asynchronous meetings on the Moodle platform at UTFPR. Each one of them was organized in a virtual room, having as triggers some possibilities of expression of students when carrying out literacy activities, all listed in literature, in scientific articles, training material from the Ministry of Education and videos, which are freely accessible. These meetings sought to highlight the ways in which listening to the student’s expression moves the teacher’s education. After familiarizing themselves with the exposed expressions, the teachers were able to express their understandings, in the form of textual reports posted on Moodle, in view of what listening can bring to their pedagogical action. The analysis of these reports took place without the identification of the participants, having as a guideline the hermeneutics, in order to highlight the investigated phenomenon: expressions-of-students-for-teacher-training. We started with the ideographic analysis, identifying, in each report, excerpts that show meaning to the respondent, called units of meaning (US). Such US were interpreted in order to identify core ideas (NI) in sequence. By the nomothetic analysis, the convergence of the NI revealed general characteristics, seeking possible understandings to support the guiding question of the research. From the convergences, two categories were presented, Conflicts and openings and Self-training of the Teacher, considering how listening to the student can guide teacher education. In conflicts and openings, it is evident that to listen, the teacher needs to be open to listening, decide to be open, attentively, turning to his student. However, in this openness of listening, the teacher faces conflicts, which in turn, contribute to realizing the importance of listening. In Teacher Self-training, it is unveiled that, when listening to their student, the teacher experiences a form of training, as they need to be with their practice, in an attitude of evaluating and thinking about which paths need to be reoriented. In the link between Conflicts and Openings and Teacher Self-training, the need to silence the teacher stands out, in which the teacher assumes the posture of silence, internal and external, seeking to listen to what the expressions of their students say. From the study, the Digital Notebook: The Teacher’s Listening in the Mathematics class stood out, suggesting pedagogical practices.