Aprendizagens docentes de professoras e futuras professoras em uma ação formativa voltada para o ensino de matemática em uma perspectiva inclusiva e situada

Abstract

This research aimed to analyze the teaching learnings evidenced by current and future teachers who teach or will teach Mathematics in basic education when participating in a training initiative on the use of digital pedagogical resources from an inclusive and situated perspective. Data production was conducted through a pre-course questionnaire, forum discussions, recorded and transcribed dialogues, participants' outputs, and their written narratives, as well as the researcher's field diary. The research, with a qualitative approach, uses narrative analysis as a method to understand the learning that emerged in this formative context. The concept of Situated Learning, advocated by Jean Lave and Etienne Wenger, is adopted as the analytical lens. Thus, the four components of the Social Theory of Learning were used as analytical axes: (I) learning as participation, (II) learning as doing, (III) learning as belonging, and (IV) learning as transformation. The results show that the main teaching learnings of the teachers and future teachers, related to the use of digital pedagogical resources from an inclusive perspective, were learning as doing and learning as belonging, evidenced in their proposals including digital resources and in the progress made in their engagement with the proposed inclusive perspective, respectively. One of the research's weaknesses is the limited depth of learning specifically focused on Mathematics, which may have been influenced by the short time dedicated to exploring the mathematical aspects of digital resources and the large presence of pedagogues, whose concerns were diverse.