Narrativas de futuras pedagogas em relação ao ensino e à aprendizagem matemática

Abstract

This dissertation, linked to the Professional Master's Stricto Sensu Program in Basic Education Teaching, at the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG), is grounded in the research-training approach, with an emphasis on the formative trajectory of the master's student and on listening to the mathematics learning experiences of Pedagogy undergraduates. The research focuses on the formative memorials written by students in the 6th semester at the Universidade Estadual de Goiás – Campus Oeste (São Luís de Montes Belos), who were enrolled in the course “Mathematics Content and Teaching Processes” in 2023. The investigation is guided by the following question: “How are future female educators, undergraduate students in a public Brazilian university, being transformed to teach mathematics in the early years of elementary education?” The main objective is to analyze and understand the marks that these future teachers carry regarding the learning and teaching of mathematics, as manifested in the life trajectories recorded in their memorials. To achieve this goal, the methodology adopted was that of research-formation, as proposed by Marie-Christine Josso, which views the researcher as an involved subject undergoing constant (trans)formation throughout the investigative process. The materials used included formative memorials, a semi-structured interview with the course instructor, field diary notes, audio recordings, and theoretical contributions from (auto)biographical narratives, according to Francis Michael Connelly and Dilma Maria Melo. The narrative analysis revealed that many students carry negative experiences with mathematics, shaped by unengaging methodologies and demotivating practices, resulting in feelings of insecurity and resistance toward the subject. Throughout their training, a process of re-signification of these experiences was observed, with an appreciation for playful and interdisciplinary practices. The educational product developed, “Between Pages and Numbers: training workshops with literature, mathematics, and games”, contributed to this process by promoting spaces for dialogue, reflection, and authorship. It is concluded that both the students and the author experienced processes of teacher (trans)formation, strengthening their professional identities and opening up more creative pathways for teaching mathematics in the early years of elementary school.