PERSPECTIVES FOR TEACHER TRAINING IN THE WORKS OF MATHEMATICS FAIRS

A LOOK AT THE TEACHER CATEGORY

Abstract

Teacher training in Brazil has been the focus on interest and research since the recent decades and has been contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fairs, research is still incipient. In order to contribute for this data change, the present study is the result of a qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fairs? For this purpose, the corpus of analysis consisted of 38 publications registered from the event annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seeks to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspectives, as well as suggesting problematizing the Teacher category.