Identidade de professores que ensinam matemática : produzindo verdades sobre práticas pedagógicas.

Abstract

The study aims at analyzing the discourses on pedagogical practices of teachers who teach mathematics. For this, data were analyzed based on the annual reports of different editions of the Training Course for Teachers who teach mathematics - group / UNISC; based on observations at meetings of the group in 2009; and based on the application of two questionnaires to teachers participating of this group. Considering the instruments used, it is possible to configure a set of regularities, defining certain way of being and of teaching mathematics and thus different identities in relation to subject positions. In this line of analysis, it is realized the construction of discursive rules, among which stand out the knowledge of experience and recognition of the "new", "current" and "technological" for the development of practice as a place of production of meaning. According to the theoretical support based on Foucault, it is possible to see how such discourses are outlined through discursive strategies considered effective and productive. Thus, the conclusion of this research has brought the prospect of progress in understanding the issue and encourages the continuation of investigative exploration of the question: how are the discourses of teachers who teach math on their teaching?