A constituição de docentes-que-ensinam-matemática-com - tecnologias-digitais

Abstract

This research investigated the constitution of teachers-who-teach-mathematics-with- digital-technologies and proposed a change of perspective, focused on the integrality of the teacher-being instead of on the analysis of the use of digital technologies in teaching. The question that moves the research is: How is the constitution of teachers- who-teach-mathematics-with-digital-technologies shown? The main reference is the anthropological phenomenology of Edith Stein, with her inspiration from forming to form, and anchored in Edmund Husserl, Martin Heidegger and Edith Stein to explore how the intentionality of consciousness and being-in-the-world (Dasein) constitute the I-teacher. This theoretical basis is established to understand teacher training. The research adopted a phenomenological-hermeneutic approach. The data were produced through semi-structured interviews with ten teachers from the state network of Paraná. The analysis of the data produced employed the tessitura method, a process that involved transcription, the identification of Units of Meaning with the aid of the ATLAS.ti software and the grouping into seven thematic categories, in a movement that followed the hermeneutic circle of interpretation. The constitution of the professors participating in this research reveals itself as an existential path that weaves identity in the tension between institutional coercion and the search for autonomy. The journey begins with fear and insecurity, but the teachers go through these emotions and resignify them in a project of self-overcoming. Professional identity is woven in collaboration with others, an interaction that goes beyond institutional formations. The relationship with-digital-technologies manifests itself as a being-with, in which it is integrated into the teachers' way of being, thinking and acting. In this way, becoming a teacher is an act of resistance and authorship, in which identity is reconstructed with others and in the ability to give meaning to the challenges of the life-world. The constitution of the teacher-who-teaches-mathematics-with-digital-technologies shows itself as an existential praxis that arises from the tension between being thrown into a coercive system and the resilient project of maintaining an authentic vocation, and provokes the emergence of a living knowledge on the margins of the educational system.