Teoria Ator-Rede e educação matemática: mediações estabelecidas em uma formação de professores de duas escolas bilíngues para surdos

Abstract

From the perspective of sociotechnical network, school teaching and learning processes result from a collective of human and non-human actors, whose distinct forces unite opportunistically causing, for example, the search for some improving in the teaching quality, and the professional improvement, one interdependent relational effect of (re)aggregations of actions and performances, that is noticed in a training offered in the extension course for the Mathematics teaching with teachers from two bilingual schools for deaf, a researcher and the software Scratch. From de training offered, we reflect about the idea of a potentially inclusive sociotechnical network, that is, in the elaboration of a network in process, and in transformation, in which the act of including is associated with the programs of activities and agency of the network actors. When we aim to the elaboration of Learning Objects with a virtual and digital technical object, the opened formative dynamics, of these social actors who inform, interact and relate to each other, can establish heterogeneous traces and consequences to contemplate the differences of the participants in the face of the diversity of their contexts. In this aspect, we focus on the mediations established in a teacher training process and, as a form of guidance in the search for this understanding, we question: What mediations were established in the training process for the Mathematics teaching with bilingual teachers of deaf from two schools, in a sociotechnical network? What traces of this teacher training can be found in relation to the production process of Learning Objects with Scratch? What 's like being a researcher in the Actor-Network Theory? How the inclusion issue can be seen from the idea of the technical mediation with the Actor-Network Theory lens? For the first two questions, with the Actor-Network Theory, a theoretical methodological approach, we wrote possible interpretations of a situation investigated to Mathematics Education. About the last questions, we evaluated the practices of the researcher author of this thesis, through an autobiographical narrative writing. Mobilized to contribute to the production of a learning teacher to an inclusive perspective in the movement of teaching and training, considering the particularities of teachers and students for the desired teaching, it has been the effect of relational encounters, life histories and educational actions also intermediated by non-humans. In addition, we aim to a view related to the teachers training with the software adopted by deaf teachers, envisioning its use for the Mathematics teaching.