An analysis about the projects impacts with a focus on ethnomathematics, problem solving and solidarity economy in the mathematics teachers training

• Grant number: 21/04712-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): December 01, 2021
• Effective date (End): November 30, 2022
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Renata Cristina Geromel Meneghetti
• Grantee: Luize Prado Silva
• Host Institution: Instituto de Ciências Matemáticas e de Computação (ICMC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

This project addresses a study on how the actions of the Research Group on Mathematical Education and Solidarity Economy (EduMatEcoSol) can influence the training of teachers who teach mathematics. That is if it intends to analyze whether and how projects of pedagogical interventions aimed at teaching and learning mathematics in the context of Solidary Economic Enterprises impacted the teacher in training who developed such practices. The EduMatEcoSol group projects are carried out based on some theoretical pillars, namely: Ethnomathematics, Solidarity Economy (ES), teaching and learning methodology through problem-solving; and action research. In this direction, the objective is to analyze possible impacts caused by the participation of former graduates in the development of subprojects of Mathematics Education in the context of Solidarity Economy in the constitution of teaching knowledge and in the formation of the identity of the teacher who teaches mathematics. To this end, studies will be carried out on the subprojects and bibliographies developed by and with the EduMatEcoSol group, in order to understand what is the potential of the research and pedagogical intervention actions of this type of project for the formation of the teacher who teaches mathematics. Subsequently, semi-structured interviews will be conducted with former graduates, who received Scientific Initiation fellowships from the EduMatEcoSol group, working in subprojects of this nature, and who today work as teachers who teach mathematics or develop researches in Mathematics Education (in graduate courses). The analysis of these interviews will be done through the use of Content Analysis. This is expected to investigate the impacts of these subprojects on the professional trajectory of undergraduate students who participated in them. Additionally, it is hoped that this can bring contributions to initial teacher training processes. (AU)