Narrativas de profesores de matemáticas sobre su experiencia profesional y de formación: Aproximación a las subjetividades emergentes

Abstract

This research’s purpose was unveiling the mathematics teachers’ subjectivities from a narrative-autobiographic study with a hermeneutic nature. This research assumes the linguistic and narrative turn for evidencing the subjectivation processes, the subjectivities constitution, and the teachers’ subjunctivize possibility. The problem that it confronts is the lack of comprehension about the ways how the mathematics teachers’ subjectivities are built through the professional experience and formation trajectories, which leads to the intentional actions’ absence in the initial and continued training -of these teachers- that contribute to the constitution of these subjectivities. This lack of comprehension obeys to the way as we have configured the reasoning (or pedagogical reasoning) features in Mathematics Education, and we have ignored other thinking ways required in teaching for constructing sense and interpreting sense for others. Therefore, the questions that guided the inquiry are related with the types of professional and formation experiences which are reported in the teachers’ narrative wefts and the senses that are unveiled about their subjectivities in the hermeneutic cycle developed by them. This inquiry is framed in the interpretative paradigm and it is developed by means of qualitative methods of inductive nature. It commits with the cognitive communion between the teachers, the researcher and the double hermeneutic that it implies. For the research development, it proposed a learning environment where nine mathematics teachers experienced the creation and interpretation of autobiographic narrative wefts about their professional experience and formation trajectory in three phases: preconfiguration, configuration and reconfiguration. In reconfiguration phase, the teachers and researcher made paradigmatic and narrative analysis of extracted data of their wefts, analysis that helped teachers to take distance of their experiences, they lived identification processes and they entered in subjunctive mode. As results, the teachers identified their narrating, saying and making skills in all the modalizations (to know, must, to want and can); they recognized the transition between the own identification and the own ipseity in the own comprehension, in other words, between a morally neutral posture and a responsible subject posture; they identified the others relevance in the own professional identity configuration, specially the academic peers who play the adaptative or routine experts role in their early years of professional experience; the artisanal knowledge that is from teachers community which they belong; the cultural practices who let they the early links with the mathematics practices; and, the interactions with students in different levels and contexts.