Contar: possibilidades de interseção entre Literatura e Matemática narradas por docentes

Abstract

This research is part of the Teacher Training, History, Memory, and Educational Practices track of the Graduate Program in Education - Formative Processes and Social Inequalities, of the Faculty of Teacher Training of the State University of Rio de Janeiro (FFP/UERJ). The study proposes to explore the possibilities of intersection between Literature and Mathematics through teaching narratives, in the polysemic sense of the verb, in a formative movement that presupposes the provision of opportunities for reflection, action, and transformation of educational practices. This research proposal aims to understand the meaning attributed to the presence of literary works to address mathematical concepts in the teaching process of teachers working in the early grades of Elementary School, who already develop work that articulates Literature and Mathematics, demonstrating how the connection between areas considered distinct can promote the construction of knowledge in a broader and more argumentative manner. Thus, the thesis defends the intersection between Literature and Mathematics as links that connect students in the process of learning Mathematics with delight and enchantment through literary texts, valuing the essences of different spheres of knowledge and the thinking of students and teachers. In this way, delight overflows into the mathematical proposals that emerge from Literature and transcend curricular concerns, focusing on human development. The articulation of these fields fosters the perception and understanding of different paths to problem-solving through critical and conscious interpretation. In Mathematics, we seek these in-between spaces in Montoito, Fux and Smole, and Diniz. In Literature, we find foundations in the studies of Cândido, Orlandi, and Lajolo. In Teacher Education, in Marcelo and Nóvoa. All of these points involve Education, Humanity, and Diversity, thus, we engage in dialogue with Freire, Krenak, and Morin. The sharing of pedagogical experiences is anchored in Josso's Narrative methodology, based on narrative interviews based on Delory-Momberger. As a proposal for co-interpretation of the narratives, we interweaved the Thematization methodological approach, anchored in Fontoura, to analyze the narrated productions. By enabling the protagonism of teaching through the sharing of teachers' experiences, conceptual maps were created to systematize the analyses. The study highlights the intersection between mathematics and literature from the perspective of teachers' educational actions, where the enchantment arising from literary works enabled three intersections: literature with a mathematical bias, with mathematical terms, and with mathematical structures. This intersection results in a broadening of horizons for teacher training and teaching practices, through the integration of the meaning and significance of multiple knowledges. We also connect the narrated literary works to their synopses and commentary on the development of pedagogical practices, in which we highlight mathematical concepts to inspire new approaches.