FROM THE PLOT TO THE RUNWAY OF NARRATIVE RESEARCH: EXPERIENTIAL KNOWLEDGE IN MATHEMATICS TEACHING

Abstract

The work addresses narratives from teachers at the Federal Institute of Sertão Pernambucanoabout the experiential learning of mathematics teaching woven into the daily teaching routine. From this perspective, the article aims to understand how experiential learning from teaching mathematics emerges narratively from training processes. The studyis qualitative in nature, believing that the subject and the formative reality are conceived as inseparable, and in the approach of narrative research characterized by being a comprehensive/interpretive process of the narratives and experiences of seven collaborators who work as mathematics teachers High School at the Federal Institute of Sertão Pernambucano. The research device was the reflective studio, developed in six sessions. When considering such a device for this study, the act of narrating was valued, as it is through narrative that one has the possibility of understanding life and the world in its complexity. As it is narrated, the subject is provoked to critically reflect on the facts of the experience and, for this very reason, these become events because they are imbued with meanings. The results allow us to conclude that the experiential learning of teaching mathematics is woven into the micro formative relationships that teachers develop by inhabiting the teaching profession in everyday schoollife, producing knowledge, and lived experiences. The work also revealed that teachers are concerned about students' learning conditions and teaching that is linked to the students' daily life and training needs.Keywords:narrative research; teaching mathematics; experiential learning.