Compreender-se educador matemático

Abstract

This work intends to be a text consisting of descriptions througt which professionals can glimpse an understanding of the being a mathematical educator in the world-life. It deals with a group of ten fifth grade pupils of Ensino Fundamental, in a situation of speech. Based on their speaking, it became possible to extend my vision from of the formal tradition usualy imposes to one more realistic and centered in education. From sparks of meaning, captured in recordings, it was perceived by me other ways of being a mathematical educator, more distant of the solipsista conception of knowledge. Iluminated by the fenomenology, mainly in Merleau-Ponty and Paul Ricoeur phenomenological hermeneutics, the interpretations had converged in opened categories, which requested me to descibe them in terms as Aritmeticidade, pedagogicidade, perspectividade and educabilidade to filosofar, admiting them as ideological phenomena. It is interesting to stand out that ideology has a bias in this study, which means, belonging to a cultural group in the describle hermeneutic direction for Ricoeur, and, therefore, a phenomenon.