Os imaginários e os trajetos formativos de professores iniciantes de matemática

Abstract

The present work refers to my doctoral thesis that integrates the research line Written Culture, Languages and Learning of the Post-Graduation Program in Education from the Federal University of Pelotas, in the Studies and Research on Imaginary, Education and Memory Group (GEPIEM). It aims to investigate how the imaginaries on teaching are present in the beginning teacher graduate in Mathematics by UNIPAMPA, between 2010 and 2014, from their beginning in the profession. This thesis is based on the premise that the beginning of the teaching of Mathematics teachers is established on imaginary from which emerges symbolic elements propelling at the beginning of professional life and consequently with a singularity present in the teaching process, but connected to the collective imaginary. For this, the research was based upon the Anthropology of the Imaginary and the Self (Formative) Processes with views in the lived experiences and in the formative paths of these beginners professors. The investigation was performed passing from individual to collective, with four teachers (three women and one man). Each subject produced three different types of narratives: a) oral narrative, resulting from the individual interview, b) oral narrative in a collective meeting, and c) written narrative. At the moment of data production a technique called “auto(bio)scopy” was created, based on autoscopy and the Marie-Christine Josso investigation-formation seminar. The methodological contribution, for its later analysis, was linked to the methodology of the myth-criticism type proposed by Gilbert Durand and it had three specific objectives: a) to capture the singular images about teaching, being the common thread of the process of how the imaginary of these teachers is constituted; b) to unveil if there are and what symbolic elements constitute the imaginary of the beginner teachers of mathematics; and, c) to identify the collective imagination of beginner teachers of mathematics. In doing so, I found seven mythemes (small symbolic themes). These denote polarizations re garding the regimes of images studied by the bias of Imaginary Anthropology and revealed symbolic contents that are subsumed in the imaginary of the formative paths, emerged from the narratives of the investigated ones. The small themes - mythemes - found were the following: 1) tree - maturing of life; 2) PIBID - living stone; 3) oracle – trainer meeting; 4) mirror - redoubling; 5) Nest-dwelling - choice of profession; 6) constituting itself a teacher - larva/butterfly; and 7) rites of entrance into teaching - confrontation with the unknown . At the end, I conclude that this study brings as a great mytheme symbolic element of the Center, which means the encounter with a professional unit, understood here as the encounter with its "worlds", the center of its classrooms. This was the great image that emerged from all the narratives. Therefore, I infer that the Imaginaries of the Formative Paths these Beginning Teachers of Mathematics, go through the seven mythemes towards the meeting of the professional unit.