“Uma dezena de coisinhas à toa que fazem a gente gostar de matemática”: do direito de aprendizagem do PNAIC ao direito de aprendizagem da docência

Abstract

The National Pact for Literacy at the Right Age (PNAIC) is a public policy of the Federal Government in conjunction with states and cities, aiming to ensure the learning rights of students in the literacy process. It was developed in the period from 2013 to 2018 throughout the Brazilian territory, with great coverage in the city of Juiz de Fora, state of Minas Gerais. This narrative approach research focuses on the potentialities and limitations of the program intertwined with the experiences of the researcher-educator. It discusses the meaning of the teacher’s learning rights for learning and teaching mathematics in the early years of elementary school. The main question of this study is: What are the contributions of the Mathematics PNAIC to the rights of teachers and pedagogical coordinators of the Juiz de Fora City School System? The general objective is to understand the meaning of the learning rights of teaching in Mathematical Literacy experienced in Juiz de Fora City School System, where teachers and pedagogical coordinators who participated in PNAIC work. This unfolded into the following specific objectives: analyze how the ongoing education provided by PNAIC brought teachers and school coordinators closer to Mathematical Literacy; understand which material and immaterial resources contributed to the learning of teaching in Mathematical Literacy; reflect on the theoretical and practical meanings of the learning rights of teaching in Mathematical Literacy in the training spaces of PNAIC. To collect the data, narrative interviews were conducted with 11 participants (8 teachers and 3 school coordinators), the construction of biograms, and the analysis of the program documents. The narrative interviews reveal the processes of learning and teaching in Mathematical Literacy, contributing to redefine and build different types of knowledge. Thus, this area of knowledge comes to be understood as a human development that is accessible to everyone. We seek to dialogue with the different interlocutors participating in the research, understanding that the professional development of teachers is not disconnected from other factors, in the expansion of the students’ learning rights to the teachers’ learning rights. Data analysis indicates that the learning rights of teaching to ensure the learning rights of students from the perspective of literacy and literacy require material and immaterial conditions through social and financial valuation of the profession, developing the right to approach mathematics or even fall in love with it; the right to learn mathematics in order to teach it; the right to prescriptions (guidelines) and authorship that recognize the different knowledge; the right to education policies for professional development; the right to a working collective and to collective work. The announcement of these rights was motivated by the reflection on professional development plus the awareness that narrating in the action with peers brings back the conditions and constraints of work practices as a teacher and pedagogical coordinator, teacher-researcher. In the approach to the Mathematical Literacy area it is understood the need for attentive and respectful listening to the other and to oneself, seeking to theorize what was lived.