Licenciaturas em Matemática como produção narrativa: aberturas para experiências

Abstract

The text presents the book version of a doctoral thesis that sought to investigate how Degree courses in Mathematics are built narratively by their students when they are asked about their initial training to work as Mathematics teachers in Basic Education. For this, were carried out interviews with groups of mathematics undergraduates, freshmen and seniors, from public institutions of higher education in Brazil. In view of these interviews, it was decided to for carrying out a narrative analysis, from the perspective of Bolívar, Domingo y Fernández (2001), in view of the possibility of exploring the singularities perceived in these encounters. How to look at the theoretical studies developed by Larrosa (2016) on the notion of experience and by Skliar (2003) on the reading of the other proved to be a productive path for the production of understandings about the material produced. The narratives show the silencing that permeates the these students' backgrounds and affect them, such as absenteeism and absence from school. of dialogue with the course. In addition, the human relationships experienced in living with teachers, affection and welcoming are significant features of their narratives.