Acercamiento a la subjetividad de profesores de matemáticas mediante un estudio narrativo-autobiográfico de corte hermenéutico

Abstract

In this paper I present the results of an inquiry its purpose was unveiling the mathematics teachers’ subjectivities from a narrative-autobiographic study with a hermeneutic nature. In this research I assume the linguistic and narrative turn for evidencing the subjectivation processes, the subjectivities constitution, and the teachers’ subjunctivize possibility. In Mathematics Education, I recognize the lack of comprehension about the ways how the mathematics teachers´ subjectivities are built through the professional experience and formation trajectories. This lack of comprehension obeys to the way as we have configured the reasoning (or pedagogical reasoning) features and have ignored other thinking ways and the constructing sense skill and interpreting sense for others in the teaching. 

This work, framed in the interpretative paradigm, is developed by means of qualitative methods with inductive nature; so, it is an narrative-biographic inquiry and it commits with the cognitive communion between teachers and researcher and the double hermeneutics which this implies. For the research development I proposed a learning environment where nine mathematics teachers created autobiographic narrative wefts about their professional experience and formation trajectory. The autobiographic narrative wefts creation and interpretation was organized in three phases: preconfiguration, configuration and reconfiguration. In the reconfiguration phase, the teachers and me made paradigmatic and narrative analyses of data from their wefts, where the teachers achieved distance themselves from their experiences, lived identification processes and entered in subjunctive mode. As results, the teachers identified their narrating, saying and making skills in all the modalizations (to know, duty, to want and can), they recognized the transition between the own identification and the own ipseity in the own comprehension, in other words, between a morally neutral posture and a responsible subject posture.