COMMUNICATIVE INTERACTIONS BETWEEN TEACHER EDUCATORS AND MATHEMATICS TEACHERS IN LESSON STUDY ENVIRONMENTS: CONTRIBUTIONS TO PROFESSIONAL LEARNING

• Grant number: 24/16412-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: April 01, 2025
• End date: March 31, 2028
• Field of knowledge: Humanities - Education
• Principal Investigator: Dario Fiorentini
• Grantee: Sara Carolayne Mendonça Salgado
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated research grant: 22/06692-0 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school, AP.EP

Abstract

The Grupo de Sábado (GdS) is a collaborative group that emerged at FE/Unicamp and is currently developing a project funded by the São Paulo Research Foundation (FAPESP), in the PROEDUCA-FAPESP/SEDUC-SP line, involving a partnership with teachers from three higher education institutions and teacher-researchers from basic education in public schools in São Paulo to produce tasks and develop, problematizing and analyzing pedagogical activities in the classroom, with a view to professional learning and improving the teaching and learning of mathematics at school using Lesson Study (LS) cycles. This research aims to describe and understand the communicative interactions that permeate the different stages of an LS cycle in the GdS, as well as to investigate their contributions to the professional learning of teachers and trainers who work in mathematics teaching in this collaborative university-school context. The purpose is to interpret and understand the senses and meanings that the participants attribute to their reflections and communicative interactions during the stages of the LS investigative cycle. The results will be collected through audio and video recordings, shared documents, conversations between the participants, and the researcher's field diary. They will be analyzed and interpreted through Dialogic Narrative Analysis (DNA) of the training experience and the teaching-learning produced and incorporated by the LSH. It intends to discuss and understand how communicative interaction takes place in a university-school collaboration context and, from this, propose an analysis model that permeates communication in this collaborative environment.