O processo de constituição do pesquisador em educação matemática: possibilidades de formação em um grupo de estudos e pesquisas

Abstract

This research was developed in the Graduate Program in Education (PPGE), in the line of research Teaching, Knowledge and Professional Development, at the Federal University of Santa Maria (UFSM). The investigated phenomenon was the training of researchers in Mathematics Education in the context of a study and research group. The research question was: in a study and research group, what is determining so that the training of researchers in Mathematics Education becomes an activity? Aiming to answer it, the general objective was: to understand how the formation of the researcher in Mathematics Education is constituted as an activity in a study and research group; and as investigative actions: to reveal the organization of a study and research group; to identify reasons that lead people to join a study and research group; to highlight formative aspects of the researcher in Mathematics Education that go beyond the particular object; and to verify the role of different types of relationships in the formation of researchers in Mathematics Education. The investigation started from the understanding of research as an activity and followed two dimensions: guiding and executing. The guiding dimension, was supported by the assumptions of the Historical-Cultural Theory (HCT), Activity Theory (AT) and the understanding of the collective, especially through the works of Vigotski, Leontiev and Petrovski. These served as support for the development of the executing dimension, which presents how the research was idealized. The context of the investigation was a Group of Studies and Research in Mathematics Education (GEPEMat) whose meetings were accompanied by four academic semesters and had 19 participants. The apprehension of data happened through the following investigative instruments: audio and video recordings, written report, memorie, reflective session and researcher's diary. The analysis material was organized through the contextualization of the research space and three isolated analysis, systematized in episodes and scenes. The “Contextualizing of the investigated space” showed that the group is intentionally organized with characteristics of a collective, carrying out actions that are close to those performed by the researcher. The isolated “Motives” presented that they come from needs experienced in space, through the actions that it provides. The isolated “Experiences” expressed the importance of the person to learn to study collectively and deal with external questions to the research in their formative process. Finally, the isolated “Relationships” demonstrated that relationships happen with the environment, with the object and between pairs, and it depends on the objective and subjective conditions, they are formative. The interweaving of this movement of analysis allowed us to defend that the formation process of a researcher in Mathematics Education, in a study and research group, is constituted as an activity, when the group has characteristics of a collective. As a contribution, the thesis points out that there are organization modes and operations in a study and research group that can positively impact the conditions of the researcher’s formation in Mathematics Education.