Caminhos lúdicos narrados: uma experiência colaborativa na formação de professores de matemática

Abstract

This investigation aims to reflect on the influences of potentially playful experiences and the collaborative process of developing educational games for the initial training of mathematics teachers. The methodology used was narrative research, focused on understanding the experiences lived by the subjects. A workshop on playfulness and game creation was conducted with five undergraduate students in Supervised Internship in Mathematics II, a seventh-semester course in the Teaching degree program at the State University of Rio de Janeiro, Maracanã Campus. The objectives were to expand the playful repertoire and provide opportunities for collaborative practice, divided into two stages: playful experiences and game creation. After participating in the dynamics of the first stage, the participants created an educational game addressing a theme identified as challenges for basic education students, observed during their internships. Data collection instruments included reflective written records from the undergraduates and the researcher's field diary. The Educational Product is an e-book with playful proposals, reflecting the worshop’s practice. The theoretical framework emerges as experiences unfold. The analysis was guided in two directions: i) exploring the personal narratives of mathematics teachers in initial training how playful experiences influenced their perceptions, attitudes, and understanding regarding Mathematics Education; ii) analyzing transformations in perspectives and influences on their pedagogical practices throughout the process. The narratives revealed the conducted dynamics as a possibility forpractice in which students actively participate in the development of teaching knowledge. As a subsequent step to this research, I intend to deepen the studies of the narrative approach in different contexts, such as extension courses with practicing teachers.