Formação inicial de professores de Matemática rumo a uma perspectiva crítica : possibilidades por meio do trabalho pedagógico com cenários para investigação

Abstract

Critical Mathematics Education (CME) can be understood as an expression of concerns regarding Mathematics Education, encompassing, among other aspects, concepts intrinsically linked to teaching, such as landscapes of investigation and dialogue. Working with landscapes of investigation has been one of the pathways for developing CME-related concerns in the classroom. Landscapes of investigation are learning environments that allow students to engage in investigative processes, establish dialogical interactions, and reflect on sociopolitical issues in mathematics classes. This research aimed to understand how future mathematics teachers engage in studying, designing, and developing landscapes of investigation with high school students. To achieve this, a qualitative approach was adopted, involving a case study with five undergraduate mathematics students from a federal university in southern Minas Gerais, who were participants in the Pedagogical Residency Program. In this context, a teacher education proposal called Teacher Education Cycles for Critical Mathematics Education was used. For data production, the participant observation method was employed, using instruments such as audio recordings of future teachers’ interactions during the teacher education process and written records of observations from meetings and pedagogical interventions they conducted. A thematic construction approach was used for data organization and analysis. The research results highlight changes in the future teachers’ attitudes and their understanding of landscapes of investigation. The appropriation of the theoretical framework, combined with classroom experiences, proved to be important for their engagement, as it influenced how they designed and implemented their practices, allowing them to confront theoretical discussions with their own experiences. Additionally, significant engagement was observed in the training proposal, as they identified with it, demonstrated interest, and committed to the proposed activities within the training context. This engagement provided the opportunity to enact new ideas, beliefs, and practices developed through a reflective process combined with experiences in landscapes of investigation. The results also highlight factors that may interfere with how future teachers engage in the teacher education, such as the excessive workload of their undergraduate program and other activities, the lack of resources in schools, and the difficulties high school students face with mathematical content. Moreover, the results point to elements that fostered future teachers’ engagement with landscapes of investigation, such as the dynamics of the Pedagogical Residency Program and the approach adopted by the teacher educator, which aligned with CME concerns. Finally, this study’s findings suggest possibilities for improving the teacher education proposal itself, emphasizing the importance of dedicating time to discussing mathematical content and experiencing landscapes of investigation.