Interações e mediações propiciadas pela pesquisa colaborativa e o desenvolvimento profissional de professores de matemática

Abstract

This research aims to investigate the interactions and mediations that occurred in a proposal of continuous formation developed through the methodology of collaborative research for the professional development of teachers of Mathematics. The research was carried out as part of the network project "Collaborative work with teachers teaching Mathematics in Basic Education in public schools in the Northeast and Central-West regions", linked to the Education Observatory Program (OBEDUC), funded by the Coordination for the Higher Level (CAPES). The core UFMS, in which our research was carried out, was composed of an institutional coordinator, four masters in Mathematics Education, four Mathematics graduates from UFMS, eight basic education teachers from the public school system of Campo Grande and myself, after our Ph.D. entrance. In our research, we investigated the interactions and mediations of two participants of the group, who were identified by fictitious names, being Lorenzo and Valentina. The choice of these two participants is justified by their role in Basic Education and have participated in the meetings, in addition to having followed the project throughout the three years of its development. The project used collaborative research, according to Ibiapina, as a methodology, being a research modality that is anchored in the Cultural-Historical Approach of Vygotsky, in which its premise is to know the essence of the phenomenon through its real historical process and its development, in which the subject is considered an inherent part of the society of which he is a part. The data of this research were produced between 2013 and 2016 in the OBEDUC project, core UFMS, from 38 sessions and a press conference. To analyze the data, we constructed two thematic axes, Mediation and Collaboration, which allowed us to reach the objectives of this investigation. As a result of the analyzes, we emphasize that the training carried out in the project, through the methodology of collaborative research, became an opportunity for research for all participants, provided a co-production of knowledge, a possibility for critical reflection, collaboration, of the participants and, mainly, contributing to their professional development. This format of formation created a bond and went beyond the productions that it generated, it was a continuous training approach, which affects the graduate desire to be a teacher, the teacher’s desire to be a researcher, and to cross the paths of the university and the school.