Desenvolvimento profissional de professores de matemática que discutem e elaboram propostas de aulas investigativas em um contexto colaborativo: um olhar para a comunicação

Abstract

In order to enhance teacher professional development, it is essential that teachers participate in contexts that value knowledge sharing and reflection on their practices. This can help develop a reflective and investigative approach in the classroom. This research aimed to understand the joint constructions of mathematics teachers regarding the investigative approach and the type of communication that needs to be established in the classroom in this approach, based on the communication that emerges from a collaborative context of discussion and elaboration of investigative tasks. To achieve this goal, the study analyzed the dialogues established by the participants of Grupo de Estudos Interdisciplinares e Formação de Professores (Geifop), a collaborative group that proposes studies and practices aimed at Basic Education teachers, and whose themes in 2021 were the investigative approach and communication. This research was developed in the Geifop Mathematics subgroup. This subgroup is composed of educators, Basic Education teachers, Master's degree students, and future Mathematics teachers. This qualitative research describes and analyzes the process of sharing and reflections provided by the collaborative context, using recordings of the meetings held remotely via Google Meet. The analysis uses Jürgen Habermas' Communicative Action Theory as a reference. This theory proposes characteristics related to communication, considering the context and coordination of actions resulting from speech acts, allowing understanding to occur. It was possible to conclude, based on the synthesis of joint constructions, that the participants sought to understand the characteristics of an investigative task, discussed possible problems in the classroom and understood the importance of predicting students' responses and interpreting their thinking for the future. research development. Thus, encouraging teacher participation in collaborative groups and studying and reflecting on the investigative approach and the communication that emerges from this process can effectively contribute to professional development.