Processos de produção de materiais curriculares educativos em uma comunidade profissional de professores que ensinam matemáticas

Abstract

The present investigation has as a general theme the processes of production of educative curricullum materials in a professional community of professors who teach mathematics. Participated from this experience, researchers and/or trainers, professors who teach mathematics and future teachers, who met periodically in order to elaborate educative curricullum materials on mathematics whose purpose was to support learning of teachers. Three objectives guided the course of the investigation: Identify and describe how mathematicals concept realizations are recontextualized by a community of teachers who teach mathematics; To analyze how the processes of recontextualization of texts of the schools “forms of life” reorganize language games of school mathematics in an educative curricullum material; Describe and characterize a strategy for the development of educative curricullum materials as a process of desobjetification of mathematical concepts. In the way of these objectives, the present research follows a qualitative approach, whose data were produced through observations and documents. We identified and analyze, inspired by the Wittgensteinian notions of language games, rules and forms of life, as well as in the notion of pedagogical recontextualization of Basil Bernstein and the desobjetication of Anne Sfard, the communications of professors who teach mathematics, when they participated in discussions with a view to constructing an educativel curricullum material for the teaching of mathematical concepts. The results suggest that the stages of development of this material can be described by four interrelated processes: recontextualization, reverse recontextualization, desobjetification in realizations in the context and desobjetification in achievements possible. Through the processes of recontextualization and reverse recontextualization, we describe how teachers displaced texts from academic and school forms of life for the context of MCE production. This movement of texts promoted variations in the set of rules that regulate the language games of school mathematics expressed by the MCE, maintaining specific power and control relationsover the uses of language in the material produced. In the third and fourth processes, we describe how teachers established associations between uses of concepts in different language games and routines that are common in school forms of life in order to delineate the educational characteristics of MCE. In the desobjetification in realizations possible, we describe how teachers associated moved realizations of academic forms of life with the uses and habits established in literature as typical of school forms of life. In the desobjetification in achievement in the context, teachers associate the use of words and symbols by specific students, in particular contexts, with the routines in which students perform to produce mathematical narratives. As implication, we suggest that the description of such processes shifts the attention of the MCE production field to the participation of professors in different forms of life as a reference for the development of MCE, overcoming a tendency of the MCE developers to establish the educative characteristics from theoretical categories derived from the theories of knowledge. Finally, we point out that such a description allows greater visibility of researchers and professors to communications in the classroom as a structuring of the educative characteristics in the texts of the MCE, constituting also a viable methodology for the development of this type of curricular material.