This proposal aims to map and analyze oral and written narratives, identifying insubordinate actions revealed by teachers who teach Mathematics and discuss how those attitudes, incorporated into teaching practices, contributed to their enactment of the teaching of Probability and Statistics in elementary and middle schools. The term "creative insubordination" refers to the breaking of rules by professionals who seek to protect those for whom they provide services and thus create better conditions for those served. Experiences are taken as personal and social, and the actions of creative insubordination are derived from the images that the teachers create and describe about their practices. This is (auto) biographical research taking the production of narratives themselves as a practice that leads to professional growth through the autobiographical reflexivity and its impact on the constitution of subjectivity and social inclusion of the subject. The knowledge and practices of teachers are considered as expressions of social histories and individual embodiments, and, therefore become the narrative unit of analysis that will allow us to think in more detailed and informative ways about the overall construct of the trajectories of professional lives. A holistic analysis will be used as a means to finding the best representations for the trajectories narrated by the teachers It is expected that this work will reveal aspects of teaching practices that are meaningful indicators for the teaching and learning of Probability and Statistics from early elementary to late middle school years for children in public education systems.
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