Questionamento de paradigmas pedagógicos: uma possibilidade de sujeitos que lecionam matemática como intelectuais orgânicos

Abstract

We bring forth as a research question: How can we destabilize paradigms associated with the structure of Mathematics education, which transcend the hegemonic concept of school, the hegemonic state and proletariat of Mathematics teachers, and the subordinate state of students, in such a way as to enable the emergence of an alternative pedagogical paradigm and Mathematics teachers as organic intellectuals? Our objective is: To find an answer to our research question. We defend the thesis: The Rede.com Versa is an emancipatory educational process through which it is possible to destabilize paradigms associated with the structure of Mathematics education and thereby enable the emergence of an alternative pedagogical paradigm, which is contained within the Rede, as well as Mathematics teachers as organic intellectuals. We draw upon various philosophers, researchers, among whom we highlight Gramsci, Becker, Rios, Bakhtin, Contreras, and Fairclough, the latter being responsible for the creation of Critical Discourse Analysis - CDA, which we use as a methodological reference to reflect on our research and analyze one of the episodes that occurred within the Rede. As part of our proposal to destabilize formal structures, we chose not to present the theoretical framework in a single section; thus, throughout the text, theories are found in motion with the accounts, reflections, and criticisms involved in the proposed educational process. We organize our text into six chapters where we present the problems, justification, motivation, research question, objective, and thesis, the 1st, 2nd, 3rd Series Rede.com Versa, and the Series Rede.com Versa - Chile, the organization of information from the Series Rede.com Versa in a way to aid us in reflecting on and understanding the process of our research, the record of reflections on the Series, the choice of the episode which we consider significant for the process and representative from the perspective of the entire Rede, the analysis of discourses, and the final considerations on our research with the confirmation of our thesis. In the appendices, we provide the educational product The Rede.com Versa as a methodological basis for teaching and research in Mathematics Education, in which we present a historical record of our journey in constructing the Rede, some results of this construction, as well as some indications for the Rede.com Versa to serve as a methodological basis for the teaching of mathematics and for future research in Mathematics Education.