UM ESTUDO COM UMA PROFESSORA DA EDUCAÇÃO BÁSICA E OS FATORES QUE INTERFEREM NA PRÁTICA DE ENSINAR MATEMÁTICA

Abstract

The research was developed with a teacher of mathematics of basic education in the city of Dourados, MS. Motivated by the concerns of the teaching profession and by the results of the master's study where we analyze potentialities and limitations for the integration of technologies to the pedagogical practice of a teacher, considering some peculiarities of teaching work as lack of resources in school, students' indiscipline, formative experiences. This led us to this research to bring the general objective of analyzing factors that intervene in decision-making in the work of a mathematics teacher in the school context. We undertook the research in some scholars of French Didactics such as Chevallard from which we mobilized the idea of conditions and restrictions in order to identify, from the higher scale of the levels of didactic codetermination, elements that could interfere in the decision-making of the teacher and about which he might not have the power to modify. The model of structuring the medium of Margolinas, as a way to understand the teacher's behavior at different levels of activity, with their conceptions and interactions. The decision factors model of Bessot et al. contributed to identify in the cognitive and decision-making process of teaching practices, aspects that escape teaching actions such as maintaining the routine and well-delimited control of a class. The techniques of ethnography combined with audio and video recordings, notes in logbooks, later allowed to describe the data, identify and analyze elements that for now in the monitoring of the work routine could go unnoticed as the way that situations were appropriate in the face of unpredictability. Moreover, with regard to the results found, we noticed that the same factor depending on the position that is occupied by the teacher in his activity levels may not have the same effect on his decisions/actions. When planning, with the need to meet some requirements, the teacher can specify in a wealth of detail how she understands how she can take her student to learn, advocating theories that contemplate aspects of the construction of knowledge and that present themselves as guidance to the teacher by other instances. However, in their daily work in the face of recurrent behaviors of the students, what is not always observed is what was written for now in line with what was in their curriculum, being notorious the need to suppress some contents in search of the adequacy and fulfillment of their didactic time.