FLORES DO CERRADO: NARRATIVAS DE PROFESSORAS POLIVALENTES QUE ENSINARAM MATEMÁTICA NOS ANOS DE 1970 A 2010 NA REGIÃO DO NORTE GOIANO, ATUAL TOCANTINS

Abstract

With this research, we aimed to investigate the perspectives of teachers who taught Mathematics in the North-Goiano region in the 1970s until the creation of the state of Tocantins. We anchored the studies in the methodological perspective of the qualitative approach, aiming to understand the narratives of Mathematics teachers in the North-Goiás region, focusing on their experiences and initial and continuing training. The theoretical fields that support the investigation are in the epistemological fields of the initial technical training of teachers to work in the Initial Years of Elementary School, with a view to the dialogue that is produced and mobilized by teaching professional development. Based on Narrative research, focusing on Training biographies. Data collection took place through oral narrative, through sensitive listening to the discursive practices of subjectivation of the participants. For the analysis of the narrative interviews carried out, we focused on the experiences, performance, training and end of the teaching career, since they were produced from the intersection between narrators and the researcher who listened to them through “sensitive listening”, and also, “a listening without judgment”, given the theoretical fields carried out in research on professional development. Among the results obtained, we can highlight the importance of knowing the experiences lived by teachers during their teaching work: Teaching Technician at secondary level, their actions, as teachers of the Mathematics curricular component. The experiences in teaching this curricular component for the initial years of Elementary School demonstrated creative actions in the use of manipulative resources and dramatizations, aiming at learning for their students, using a contextualized and accessible everyday language, using as materials available in the surrounding community in which they were located. The mathematical practices mobilized by teachers during the initial training process demonstrate that, despite the difficulties highlighted and the inclusion of cultural actions in classes, contextualization and interdisciplinarity in the construction of mathematical knowledge stand out. The reframing of content was demonstrated in an objective and practical way. In teaching professional development, aspects such as: a) self-affirmations of their professional identities as teachers in the early years of Elementary School; b) awareness of personal and professional reality; c) search for salary improvements; d) search for initial and ongoing training throughout their professional lives; e) legal compliance with the requirements imposed regarding the training profile f) intentions to improve their practices, seeking to increase teaching quality in their actions in the classroom, in their work situations and in their professional knowledge, in their attitudes as workers of education. Considering professional development, we affirm that the participating teachers constituted themselves in their subject identities throughout their professional journeys in their creative and contextualized practices in the classroom, in decisions to become aware and reflect on the need for initial and permanent training for continue your professional life for the conscientious exercise of teaching.