Narratives In Professional Development Of Mathematics Teachers: Teacher Atíria's Case [narrativas Na Formac¸ão Do Professor De Matemática: O Caso Da Professora Atíria]

摘要

This paper explores potentialities of narratives in Mathematics Education as a significant way of reporting, representing, and reflecting an experience. Particularly, we intend to reveal how the construction of written narratives by an in-service teacher has constituted an important process in her professional development, when she proposed and implemented an investigative methodology to the teaching of Mathematics, in a challenging classroom of a public school. The results show that the teacher, exchanging experiences with peer researchers, inserted new reflections on her pedagogical practices (in and over the action). Those records for future trends with mathematics investigations enhanced her potentialities of new learning, through the perspective of the proposal of new didactical sequences that can be significant to the students, and feasible to real and complex classrooms we find nowadays in public schools. We consider that the use of narratives has provided her a kind of continued education that has taken into account broader cultural scholar questions, her teaching knowledge and previous experiences, overcoming classical conceptions of teacher education.