Narrativas pedagógicas como práticas de (auto)formação de professoras que ensinam matemática nos anos iniciais do Ensino Fundamental

Abstract

This work is based on a study conducted in a teachers' collaborative group that teaches mathematics in K-12 education. It aims to show the role of collaboration in the group mediated by the production, discussion, analysis, and reflection of pedagogical narratives. We are theoretically grounded on the cultural-historical perspective with methodological contributions from design research. The part presented here encompasses two pedagogical narratives from pedagogue teachers. The analytical process considered three theme units- the teacher's pedagogical intention, the analysis of students' reasoning, and shared learning. The group establishes itself as a space of teacher (self)formation by enabling participants to reach practice learning from pedagogical narratives and the analysis of students' mathematical reasoning.