A formação-continuada de professores que ensinam matemática associada às tecnologias digitais: inscrições, agenciamentos e mediações em tempos de pandemia

Abstract

In this research report, we initially seek to characterize the movements tracked, whose actions, connections and associations seek to account for a reality produced during the pandemic, pointing to a constant redefinition. The Actor-Network Theory (TAR) developed by Bruno Latour, among other researchers who relied on the theory, is taken as a reference, with the aim of presenting a look at everyday practices involving science, technology and society. The guiding question that moved us to the constitution of the study was: how do teachers who teach mathematics deal with the inscriptions, agencies and mediations that permeate the use of digital technologies generated by the continuity of the formative context? The report was shared in multipaper format; there is a theoretical and two empirical articles. In the theoretical essay, the objective is to analyze how ANT can contribute to Mathematics Education, conjecturing the concept of enrollment through Mathematical Knowledge for Teaching (CME). In particular, the argument is supported that the traces left by humans and non-humans are directly related to the construction of sociotechnical networks managed by teachers who teach Mathematics during the pandemic in the constitution of a collective. For the empirical productions, it analyzes how humans and non-humans manage the sociotechnical network in a context of continuing education of teachers who teach Mathematics using digital technologies in the remote mode and maps the mediations constituted between the actants, managed by all entities that make up the sociotechnical network. For this, it is inspired by the assumptions of the post-humanist paradigm, operationalized through the observation of the network performed by humans and non humans who organize an extension course promoted by the Collaborative Group in Mathematics and Education (GCMEDuc) as a form of rupture or discontinuity of traditional scientism. The extension course involved teachers who teach Mathematics in Basic Education at different institutions, as well as undergraduate and graduate students in Education at the State University of Feira de Santana (UEFS) and Scientific Education, Inclusion and Diversity at the Federal University of Recôncavo of Bahia (UFRB). The course was offered during the UEFS Emergency Remote Teaching Period (ERE), which hosted the meetings, which were developed remotely, by Google Meet, during the period of social distancing caused by the Covid-19 Pandemic. In this course, the focus was on mathematical investigation. For data analysis, the paths of associations are followed and inspiration is sought in the principles of agnosticism, generalized symmetry and free association as a reference to describe the relationships woven between the actants during the course. The results indicate that both humans and non-humans can arrange inscription and mediation procedures, creating parameters that allow ordering different mathematical relationships. In addition, the association between these actants contributes to the continuity of the sociotechnical network by promoting transformations, displacements, translations and contextualization of mathematical concepts. As a product, a YouTube channel is created with the aim of sharing descriptive videos and using resources mobilized by digital technologies associated with the teaching of Mathematics in Basic or Higher Education, performing continuity in face-to-face or remote classes.