A docência em matemática em tempos de pandemia : um estudo de narrativas de um grupo de professoras.

Abstract

This dissertation problematizes the composition of teaching in Mathematics in times of pandemic based on the narratives of a group of teachers from a state school in Vale do Rio Pardo, in Rio Grande do Sul. The guiding question of this work was: How was the composition of teaching in Mathematics by the teachers at a public school in Rio Grande do Sul during the Covid-19 pandemic? The research participants were three teachers from the 6th grade of elementary school. It is qualitative research that uses narrative interviews and a field diary as data production instruments. In the analysis of these narratives, three units of meaning emerged: a) the composition of teaching Mathematics: teacher-student-school; b) the transition from the Early Years to the Final Years; c) the theory-practice relationship. Based on the study carried out, I understood the composition of teaching Mathematics for/with this group of teachers through the theory-practice relationship, which allowed me to think about the challenges faced by teachers during remote teaching associated with the inseparability of these dimensions, thus re-signifying teaching in metamorphosis.