Experiência como formação e formação como experiência : a invenção do professor de matemática atravessada pela experiência

Abstract

This work is a study about the formation of teachers of mathematics as formation of experience. The notions of experience and of reflection present in the educational literature about teacher formation are questioned here, mainly the theory of reflective teacher as in Schön’s propositions of reflective practitioner and to Tardif’s propositions of necessary teaching knowledge, sponsored by John Dewey’s philosophy. The notions of knowledge and subject that are subjacent to these theories are also discussed. For doing so, this dissertation is divided into scenarios. The first scenario, named Marcas (Marks) presents the notions of experience as it is known in school environments and describes the fluxes involved in order to permit the comprehension of the notions of experience and formation in this research. The scenario named In vitro is made up of texts which discuss the notions of experience that are present in present educational theories about teacher formation. In this scenario some displacements are introduced aiming at deconstructing the crystallized territory in teacher formation. The objective of these displacements is to enlarge the notions presented and to allow different views about the dichotomy theory and practice, the notions of experience, the notions of reflection and the notions of knowledge and subject upon which the present educational theories of teacher formation stand. The scenario In natura is composed by texts which have as objective to think about the experience of formation as a crossroads of ‘forces’, as lines of escape from established forces, and as process of inventing the teacher. Therefore, a discussion about experiencing the writing or the writing of experience as a possibility of formation is started. The last scenario Invenire is dedicated to the final discussion and considerations.