Potencialidades do trabalho colaborativo nas práticas investigativas em educação matemática durante o estágio supervisionado de estudantes indígenas

Abstract

If, in current times, carrying out training activities in Licentiate Courses is full of obstacles, then let us imagine specific ones for the Initial Training of Indigenous Teachers. In this direction, our research is directed, which brings as a theme, the initial formation of teachers who teach Mathematics, having as object of study the possible potentialities of Collaborative Work in the development of Investigative Practices in Mathematics Education in the initial formation of indigenous teachers, during the Accomplishments of the Supervised Internship. In this sense, we ask: In what terms can Collaborative Work enhance the use of Investigative Practices in Mathematics Education in the Initial Training of Indigenous Students? With this, we aim to: Investigate the possible potentialities of Collaborative Work in the development of Investigative Practices in Mathematics Education for Indigenous Students during the Supervised Internship. To this end, the research is anchored on the theoretical bases relevant to Investigative Practices in Mathematics Education (PIEM), a formative model of studies by Bacury (2017) that instigate changes and transform future teaching attitudes. Directing the development of this formative model in the discipline of Supervised Internship, with the studies of Pimenta; Lima (2017); Ghedin; Oliveira; Almeida (2015) and Gama; Souza (2015) expands our knowledge on the development of research in the discipline. Our research is related to the Training of Indigenous Teachers, we continue with Junior's research; Fortunado (2018), with the mapping in the Bank of Theses and Dissertations of Capes in the period from 2018 to 2022, in the Postgraduate programs located in the North region, subsidizing the understanding of the research carried out in the context of sociocultural diversity. The research has as a qualitative approach in the meanings of Bauer; Gaskell (2008), as well as the characteristics of the studies by Yin (2016). Knowing the paths of investigation, we opted for Collaborative Research based on the studies by Ferreira (2012), Bacury (2017) and Bacury; Gonçalves (2018), where the research path is centered on reflection on the initial training of future Mathematics teachers. We rely on the contributions of the participants, with students regularly enrolled in the Internship III discipline, in the area of Exact and Biological Sciences, of the Degree in Indigenous Teacher Training Course/Faced/UFAM. The study in question had as its locus the pole of the Alto Rio Negro region, located in the municipality of São Gabriel da Cachoeira/AM. As an instrument for collecting and analyzing information, we use the Training Paths of Future Indigenous Exact and Biological Teachers - Alto Rio Negro, which consists of the Training Narratives of these participants, on themes that go towards the "Principles of Collaboration" based on in studies by Ninin (2006; 2013, 2018); and Bacury (2017). With regard to the final results of this research, we highlight that the use of Investigative Practices in Mathematics Education supported by Collaborative Work, during the performance of supervised internship subjects in the FPI/Faced/UFAM Course of the Alto Rio Negro class/ Exact and Biological Sciences area , indicates changes in the attitude of indigenous students as professors, researchers and investigators of their own practice, as they seek understandings about their formative and constitutive process at the university, taking the histories of their communities as a starting point; economic means; their cosmological worldviews; the voices of leaders, and the importance of training in Higher Education, with the aim of strengthening their knowledge and contributing to teaching in indigenous schools of their peoples, as well as, in the continuity of their academic journey in continuing education.