Bullying: uma análise do impacto de discursos regulativos e instrucionais produzidos em uma formação

Abstract

The aim of this research was to analyze which texts of regulatory and instructional discourses are produced in a mathematical modeling environment focusing on bullying. Furthermore, this study sought to identify the texts of instructional discourses on bullying used in different materials in a collaborative e-learning formation of mathematical modeling; investigate how the texts of regulatory and instructional discourses are operated in a pedagogical practice, by trainers and participating teachers, in this formative space in the environment of mathematical modeling on bullying; and, finally, to analyze the planning and production of a manual with the discussion of the bullying theme, through Mathematical Modeling, with an emphasis on the transformative perspective, from the continuing education of teachers.This research had a qualitative approach. Also consider an analysis of Bernstein's (2000) description language methodology in sociological research, which, according to Bernstein, is defined as a dialogue between the concepts constituted by a theory and the empirical data to be judged on the basis of two types of language: internal and external. Observation and document analysis were used as data analysis tools. The data was made available through the google meet and classroom interfaces. The data collection that occurred through observation, took place with the record made with the recording of all meetings of the training on Mathematical Modeling on bullying in Basic Education, with subsequent transcription. This research was funded by CNPq, in which three centers of the Brazilian Society of Regional Mathematics Education of Bahia (SBEM BA) participated, headquartered in Bahia Universities, Saber, UESB, Vitória da Conquista, UFRB, Feira Amargosa and UEFS, Santana. The Collaborative Extension Course was taught by members of the Center for Research in Mathematics Education (NEEMFS), UEFS, by researchers from the two other Centers of SBEM-Ba. With the results of this research, it was possible to observe that the teachers participating in the training initially experienced a pedagogical practice characterized by weaker classifications and frameworks, with self-regulating practices, centered on the acquirer (teachers participating in the training), reproducing more passive contexts. However, they progressively produced more legitimate texts, demonstrating an active realization, as they understood the concepts in a genuine and context-appropriate way, experiencing pedagogical practices regulated by the principles of classification (what could be said) and framing (how could it be said) that ranged from weaker to allow exchanges between peers and stronger, sometimes centered on the transmitter (trainer), in which rules of recognition and realization necessary for the specific acquisition of the legitimate text in the context under study were revealed. Thus, the present study demonstrated the importance of, in the continuing education of modeling on bullying, teachers approach the text of the regulatory and instructional discourse of modeling and bullying, discussing the experienced contexts and having the opportunity to plan the activity to also reflect on the teaching action. Also, if possible, develop it, to return to the issues that arose in your classroom in the formative space. It is necessary that more studies like this can be carried out in the Brazilian literature.