Autoparáfrase em situação de autoconfrontação: pensando e (re)pensando a educação matemática no ensino superior

Abstract

The data analyzed in this research are part of a set of interventions from a Continued Teacher’s Training realized through the implementation of a Teaching Activity Clinic in a public institution of higher education in Brazil, UTFPR, Câmpus Pato Branco. This intervention counted on a pair of professors from the Department of Mathematics and also a pair of their students. For the analysis and selection of the data, we do a linguistic phenomenon self-paraphrasing investigation. This phenomenon is related to the process in which the speaker, after materialized a utterance and revisits it in order to modify it in some degree, maintaining between the first and second a semantic equivalence relation (HILGER, 1999). The methodology used to produce the data was the of self-confrontation method (cf. Faïta and Clot). The audiovisual material produced was transcribed according to the norms of the NURC-SP project (PRETI, 1999). For selection of the data in the corpus, we use a autoparaphrases quantification. For the study of this linguistic phenomenon contained in the selected clippings, we do dialogic discourse analysis (cf. Bakhtin) in order to verify how, in practice, the development, in and by language, of the educational practices in the field of mathematics’ teaching in higher education occurs. The theoretical foundation bases of our analysis and the data production are three: the Bakhtinian theory of dialogic discourse; the Vygotskian theory of cultural-historical development; and the psychology theory of Clot (2007, 2010, 2016) and Lima (2010, 2015) researches. We verified, from a relative stability in the way of autoparaphase occurs, that this phenomenon arises from: 1) affections from the environment, which result in a thought / enunciation; 2) reaction resulting by the demands from a dialogical movement; 3) digression / inner thought seeking to solve such requirements and, finally; 4) the new utterance appearance, the self-paraphrasing. From this cycle understanding, it was possible to verify, through self-paraphrasing made by teachers and students in self-confrontation, that the teaching practice, as well as a self-paraphrase, also originates from a environment that affects them, mainly from the students (without forget the institutional prescriptions). As the forementioned cycle, we verified, throug the analyzes, that the teachers activity, in theirs daily practices, experience affects that lead them, in some degree, to recriate their activities so they can work around the demands arised from the concrete activities situations and, with this, develop their practices.