Narrativas de uma professora de matemática: um processo de auto-eco-(trans)formação para a integração curricular de tecnologias digitais

Abstract

This doctoral thesis, written in narrative form, aimed to analyze the self-eco-(trans)formation of a mathematics teacher within a process of curricular integration of digital technologies (DT). The research was conducted in a public school located in the city of Manaus, in the state of Amazonas, Brazil. The researcher acted as a mathematics teacher in a class of students over two consecutive years, teaching 6th and 7th grades of elementary school. The research data was generated from audio and video recordings, as well as from the researcher’s diary. These data guided the narrative analysis through iterative movements of returning to and revisiting the records, enabling an in-depth examination of the teacher’s formative process. The data analysis was written in narrative form, based on the research objectives and the guiding question: how does the self-eco-(trans)formation of a mathematics teacher occur in a process of curricular integration of digital technologies? Studies on Teacher Education, Complexity Theory, and the Curricular Integration of Digital Technologies provided the theoretical foundation for the thesis. The findings indicate the importance of ongoing in-service teacher education, which occurred through partnerships with the school community, a research group, and the academic advisor, within a continuous, recurring, and recursive process involving planning, classroom practices, study meetings, and guidance. This formative movement, grounded in a self-eco- (trans)formative perspective, considers elements such as professional identity, curricular integration of digital technologies, and professional development, with teaching and learning in mathematics classes serving as an integrative unit. The study also highlights the need for planning processes that consider and embrace unpredictability in the construction of school curricula. Accordingly, the mathematics curricula developed collaboratively with 6th and 7th grade students reveal evidence of learning processes characterized by moments of disorder, order, and organization, which are typical of complex environments such as the classroom. Digital technologies transformed the classroom into a space for collective knowledge construction, fostering opportunities for the formulation and analysis of hypotheses. However, to effectively experience curricular integration processes involving digital technologies, schools must invest in infrastructure—such as multimedia projectors, laptops, and internet access in classrooms—as well as in ongoing teacher education. Keywords: teaching experience; continuing professional development; complexity; learning; mathematics classes.