“Vocês me ouvem?”: narrativas docentes sobre ensinar matemática remotamente, nos anos iniciais, a partir da pandemia de COVID-19

Abstract

This production is part of the research line Teacher Training, History, Memory and Educational Practices and aims to understand the place that knowledge, produced by experience, occupies in the teaching of Mathematics in the Elementary School, since the COVID-19 pandemic. This proposal is justified by the scarcity of research on the teaching of Mathematics, in a pandemic context, in the Elementary School, focusing on the knowledge produced by teachers in these scenarios. It is also noted that, in the field of Mathematics Education, there is a need for a reflective dialogue between education, teaching and remote teaching, emphasizing aspects that highlight pedagogical fragility, questioning the relevance of teachers' knowledge and experiences. The contexts of the pandemic in Brazil are discussed based on references that point to an analysis in the social, economic, political and scientific spheres (Bolaño, 2022; Gasque, 2020; Fernandes et al, 2021). Regarding the impacts of the pandemic on education, theoretical contributions (Paludo, 2020; Nóvoa; Alvim, 2021; Santos; Sant'Anna, 2020) help to understand the insufficiency of effective public policies to respond to emerging demands in the education sector. The theoretical-methodological approach is based on narrative, in an (auto)biographical perspective (Josso, 2010a; Bragança, 2016a, 2021), deepening the knowledge of experience in teaching Mathematics. The research is anchored in the notion of experience (Josso, 2004, 2010b) in the context of the Elementary School (Nacarato, 2017; Giraldo, 2018; Leite, 2020) and on the use of technologies in teaching Mathematics (Bairral; Behar, 2020; Fantin, 2017; Linhares, 2023). This is a qualitative study characterized by an interpretative process that aims to understand the complexity of the social environment (Bogdan; Biklen, 1994) and highlights the importance of observing everyday life (Minayo, 2012). Narrative interviews were conducted with ten teachers from different states and, for data analysis, Thematization (Fontoura, 2011) was used. The interpretative exercise resulted in the creation of the Teaching Loom metaphor that, in dialogue with the references for teaching Mathematics, illuminates the present practices: intrinsic, formative and reflective. The study shows that the teachers, despite facing isolation and the lack of institutional support in remote teaching, sought in self-training and the exchange of experiences a strategy to deal with the workload and technological demands. It also shows that knowledge, consisting of a reflexive action arising from experience, has surpassed the use of digital technologies, contrasting with the idea of performativity, of “digital natives” and of the “hero teacher”, highlighted during the pandemic. Collaboration between teachers, even virtually, created and strengthened support networks, enabling Mathematics teaching centered on the specificities of students and prioritizing bonds between teachers and students, even in times of crisis.