Research groups that form, knowledge that transforms the initial training of teachers who teach mathematics

Abstract

This article is the result of research conducted with pre-service teachers at two federal public universities. I present the approaches and results of a study conducted with two Brazilian research groups in mathematics education, including pedagogy students. My objective is to understand their role in the pre-service training of future teachers, as well as the motivations for their involvement and continued involvement in this research-mediated space, with a view to uncovering the constraints and rationales that emerge from active participation in meetings. The methodology adopted falls within the field of qualitative research in education, where data are primarily produced through a Google Forms questionnaire. The theoretical framework explores problems and perspectives in teacher training through research, as well as the characterization of mathematics training and the teaching of mathematics for pedagogues. In terms of results, indicators were raised that demarcate the groups' contribution to expanding the didactic-pedagogical repertoire through the reflective bias enabled by the collective perspective of their participants. Based on the data production and analysis process, it was possible to conclude that participation in these spaces aroused three types of feelings through the research: 1. A sense of belonging, which is directly related to the welcome in the study space; 2. The research groups' proposal to establish themselves as an environment of collaboration and sharing; 3. A sense of identification with the group environment as a collective space, of identity with the career that reverberates in teaching.