"Quem acredita sempre alcança": limites e perspectivas do trabalho colaborativo em Educação Matemática na escola de tempo integral em um projeto de investigação

Abstract

In "Whoever believes always achieves", we highlight the constituent
elements of a master's research project in Teaching and Formative Processes,
linked to the "Mathematical Education" research line at UNESP, Faculdade
de Engenharia de Ilha Solteira-SP, whose initial proposal lay in the
possibility of setting up a collaborative working group at the full-time school.
Given the specificities, changes in the methodological path of data
production were necessary to conclude the study, which would later be
configured in the dissertation entitled "Why Not To Say I Didn't Talk About
Flowers: Bibliometric Study of the Full-Time School and Collaborative
Groups in Mathematics Education". Faced with the possibility of advancing
in the theoretical debate in the field of research in Mathematics Education,
in the context of collaborative groups, we understand that this article is a
contribution towards daring, in terms of knowledge production, when
narrating itineraries experienced by the researcher as a student of a graduate
program, the deadlines of the academy and the feelings that writing
generates to the personal and professional figure of those who are at the
forefront of study projects: master's and/or doctoral students. The limits
refer to the necessary adjustments when unforeseen events occur, variables
of the investigative process that are not controlled by the researcher, which
demand immediate answers for the advance in the writing of the work. In
this sense, in terms of perspectives, we believe that the change/adjustments
made to the research framework represent academic maturity and knowing
how to act in the face of the possibilities that the work announces, which
outline rich and promising sources of new investigations.