Letramento matemático e a atividade de ensino-aprendizagem de professoras: um olhar a partir da teoria da objetivação

Abstract

This study aimed to analyze how the objectification and subjectification processes of 4th grade elementary school teachers in teaching-learning activities involving literacy, mathematical knowledge and reading enable them to rethink their pedagogical practice in teaching mathematics. The research was based on the Theory of Objectification and the perspective of Social Literacies. This is a research whose methodological basis is dialectical materialism, in the research-action-training modality, which involves the approximation of research and training, in which research regulates training and training offers support to research, in a complementarity of the approaches put into practice simultaneously. It trains five participating teachers of the 4th grade of Elementary School in the municipality of Brejo Santo -CE. The research-action-training was carried out in three stages called: exploratory, joint work and description and analysis of results. The three stages were developed through a training course, with five meetings totaling 20 hours/week, through Teaching-Learning Activities (AEA), structured by the didactic components of the object, objective and task, as guided by the Theory of Objectification. The data were produced through multimodal analysis that consists of the recognition of different semiotic systems - gestures, expressions, language, intonation, etc. - which become fundamental elements in the observation and analysis of the meanings chosen in the processes of objectification and subjectification, when they express their ideas, whether mathematical or not. To this end, it was necessary to record the face-to-face training meetings, the questionnaire and the researcher's field diary. The three stages resulted in the identification of three categories of analysis. The study points out some results in response to the specific objectives: that the joint work between the teachers highlighted new subjectivities as a constitutive element of teaching-learning, by valuing their human nature, their daily interactions, their pedagogical practices, their individual stories; Another result is that the updating of the teachers' knowledge about teaching problem-solving can be conducted through Literacy practices, in which new subjectivities emerge when they rethink their pedagogical practice, in conducting their Mathematics classes; As a third result, the research indicates that the processes of objectification and subjectification did not occur in the same way for the teachers, because they are unique and independent beings in their reflections and thoughts and because it does not consist of imposing a way of looking at the situation, but rather an encounter with knowledge, in which new subjectivities are created, in a critical, dialogical and collective way. Finally, the results obtained are indicative that a teacher training proposal based on these theoretical references becomes a transformative and powerful training space, which leads us to a critical position regarding the teacher training offered by the programs, secretariats and state, where the vast majority are hierarchically organized without considering the real training needs of the teachers.