Percepções de professores que ensinam matemática participantes de um grupo de estudos colaborativo

Abstract

In this research we defend the contribution of hybrid spaces, such as
collaborative groups, to reduce the gap between the knowledge of theory and practice, to bring different knowledge between future teachers and teachers, elements about creative insubordination and the narratives of classes for teaching learning and the reframing of the professional identity of the teacher who teaches mathematics. For this, we bring the perceptions of the participating teachers about the Creative Insubordination in Mathematical Education - ICEM study group, their motivations, mathematical knowledge for the development of Algebraic Thinking in the Early Years, in addition to the use of class narratives with excerpts from videos for teaching resignifications. We take the Narrative Research approach to guide the actions and the analysis of the study information. The research has a qualitative character and is characterized by the participation of the researchers in the actions developed by the group. The study considered field research texts, among them: the written records of the researchers, photos of the group, reflective records of professors and academics participating in the group. The results demonstrate that the participants recognize that the study group promotes the learning of the knowledge of the contents associated with the development of Algebraic Thinking that the discussions raised during the activities carried out provided opportunities for mutual learning and the strengthening of the members to resist the control mechanisms arising from current policies.