Apropriações da atividade orientadora de ensino por professoras da educação de jovens e adultos no espaço formativo da oficina pedagógica de matemática

Abstract

This ongoing dissertation aims to analyzed how the theoretical and methodological assumptions of the Teaching Guidance Activity are mobilized in the training process of Youth and Adult Education teachers in the Mathematics Pedagogical Workshop extension project. This study began in 2022 during the Mathematics Pedagogical Workshop (MPW), which is an extension project linked to the Mathematics Department of the Federal Technological University of Paraná (UTFPR) – Curitiba Campus Paraná in place since 2015. In the year of 2022, the development of theorical and methodological actions in the MPW were extended to the initial years of the Young and Adult Education teaching mode in a town school in Piraquara/PR. The development of this research, within this formative space, allowed the interaction between the University and the school focusing on the continuous formation for the mathematics teachers of the Young and Adult Education through the theorical and methodological principles of the Teaching Guidance Activity by Manoel Oriosvaldo de Moura based on the Cultural Historical Theory, whose main focus is Vigotsky and the Activity Theory systematized by Leontiev, 2021. The formative actions were done through in-person meetings in the school twice a week, 40 meeting in total, 17 of them being on the first semester and 23 in the second one. The teachers socialized their pedagogical practices sharing their experiences and highlighting the social and cultural diversity of the students. Those interactions combined with the formative studies through the Teaching Guiding Activity brought thinking moments about the pedagogical practices, noticing the need to contemplate in their teaching actions the relation with mathematical concepts, finding ways to introduce math problems according to the practical needs of the Young and Adult Education students. From those theorical and methodological studies in the first semester of 2022, Learning-Triggering Situations (LTS) were presented to the teacher, interspersed with theorical texts. During the second semester, studies were developed on the concept, emphasizing the importance of the historical context and its social impact, revealing the human need for subjects within the logical-historical movement of concepts. The meetings were recorded in audio and video that were transcript, building registers for the research analysis by isolated means, and presented in episodes and scenes. Thus, in a collective movement mediated by the TGA, the teachers organized teaching and learning actions, considering the importance of the teacher’s role in the teaching activity, giving a new meaning for their own social practice as teachers in the Young and Adult Education teaching mode.