Formação continuada e interdisciplinaridade: narrativas de professores que ensinam matemática

Abstract

This dissertation addresses interdisciplinarity in the teaching of Mathematics within the context of continuing teacher education, focusing on teachers’ narratives produced throughout a formative process aimed at the development of Interdisciplinary Teaching Sequences. The study is situated within the field of Mathematics Education and engages with the need to overcome fragmented practices still present in the school context, which hinder the construction of more meaningful and contextualized learning. In this perspective, interdisciplinarity is understood as a possibility for articulating knowledge and as a relevant formative horizon for teaching practice. The research was conducted within the scope of the Northeast Mathematics Education Network (REM-NE), a collective space for training and research that articulates university and basic education, promoting collaborative actions aimed at the professional development of teachers who teach Mathematics. In this context, the general objective of the research is to analyze the narratives of teachers who teach Mathematics regarding their perceptions of interdisciplinarity within a formative process and in the development of Interdisciplinary Teaching Sequences. The specific objectives were: (i) to characterize the teachers participating in the training meetings of the Project “Professional Development of Teachers in Interdisciplinary Actions with Equity”; (ii) to analyze their perceptions of interdisciplinarity throughout the formative process; (iii) to identify learning outcomes and changes in conceptions about interdisciplinarity resulting from participation in the training meetings within the scope of continuing education; and (iv) to examine, based on teachers’ narratives, the possibilities, challenges, and benefits of implementing interdisciplinary practices in their professional development. The study is guided by a qualitative approach, grounded in narrative research. Data were produced between July and December 2024, in the city of Maceió, state of Alagoas, Brazil, through semi-structured interviews, group discussions, reflective activities, questionnaires, and records of the training meetings carried out within the REM-NE context. Data analysis was conducted through Thematic Analysis, allowing for the systematic organization and interpretation of teachers’ narratives. The results indicate that the participants are Basic Education teachers engaged in collaborative formative processes, whose narratives made it possible to understand their experiences in developing interdisciplinary practices. Teachers’ perceptions point to interdisciplinarity as an intentional pedagogical stance, associated with the construction of more contextualized and meaningful practices, fostering the articulation between mathematical content and other areas of knowledge. Regarding learning outcomes and changes in conceptions, the findings highlight the expansion of methodological repertoire, the appreciation of reflection on practice, and the strengthening of collaborative work. Concerning possibilities, challenges, and benefits, the results reveal, respectively, the potential of integrative practices, institutional constraints—such as rigid curricula, lack of teachers from certain subject areas, and scarcity of resources—and gains related to teachers’ professional development. It is concluded that, based on the evidence produced in the narratives, the research objectives were achieved, showing that participation in collaborative formative processes contributes to the re-signification of pedagogical practices and to the construction of broader understandings of interdisciplinarity, reaffirming it as a relevant formative horizon for Mathematics teaching and for continuing teacher education.