A forma/ação de professores ao aprender-ensinar matemática

Abstract

This research aims to investigate the continuing education of teachers who teach mathematics from a philosophical-phenomenological perspective. In the context of Mathematics Education, based on the virtual presence among peers, the study was guided by the question: “What is this, the form/action of teachers when learningteaching mathematics?”. In a first step, an interpretive-comprehensive reading of the Annals of editions of the National Meeting of Mathematics Education (ENEM) was carried out, with the aim of highlighting historical understandings of teacher training. For the constitution of the data, a university extension course was carried out in 2019 with teachers working in public education networks, with the teaching of mathematics, on the Moodle platform of the Federal Technological University of Paraná UTFPR/Curitiba, with the central theme of the teaching of fractions. The adopted methodology was the Phenomenological Qualitative Research, explaining the investigative procedure in search of the meaning of the studied phenomenon: form/action-of-teachers-who-learn-teach-mathematics”. The analytical-interpretive journey undertaken, revealed itself in the thematization of two open categories: mathema and poíesis, and from their articulation with the dialogue addressed to the pedagogical practice, the educational product in the form of an ebook “Professores em forma/ação” was originated. It concluded by understanding the form/action of teachers who learn-teach mathematics as a movement that tends to be, which is constituted in the intertwining of the creative and creative process of welcoming the updates of meanings produced, reflected, expressed and shared among teachers (poíesis), and the search for ways in which learning-teaching mathematics (mathema) unfolds in training possibilities for people. Also, in the interweaving of the mathema and poíesis open categories, the elaboration of the ebook of the educational product made it possible to articulate aspects of phenomenological philosophy with Mathematics Education, clarifying a brief nod to future research on teacher training in Mathematics Education from the perspective of a phenomenological thinking: open possibilities for the development and investigation of permanent processes of elucidation of pedagogical experiences when learning-teaching mathematics with the other.