Hallway conversations: a narrative research on pedagogical coordination and continued training of teachers who teach mathematics in the early years

Abstract This paper presents the dissertation entitled Hallway conversations: pedagogical coordination, narratives, experiences, continuous formation in service in the context of the mathematics of the initial years of the elementary school a narrative research that aimed at investigating how the pedagogical coordinators, when revisiting their action through the narratives, report their dealings with the challenges present in their role as teacher/educators and how they carry out this continuing education focused on Mathematics taught by the teachers in the Early Years of Elementary School; and discussing the continuing education focused on the Mathematics, as well as the curriculum explained by the narratives of the pedagogical coordinators' tasks for the Early Years of Elementary School.It explores the language and subversion of academic writing norms, combining form and content to produce meaning.Some passages are written in chronicles. The considerations metaphorically express the synthesis of the challenges of pedagogical coordination and discuss education through the experience/sense pair, as suggested by Jorge Larrosa, the theoretical reference of this work. The methodology consists of going from conversations, from the coordinators' narratives, to a thought-oriented conversation, through research on other contexts of coordination, expressed here in footnotes. And then, making a resignified return for the pedagogical and curricular experiences, through the chronicles. It is concluded that it is necessary to think about training each and every person to use mathematical knowledge. This requires boldness and utopia, it requires the coordinator to avoid traps, subversion, and creativity, in order to escape the technical curriculum in favor of human dignity.

摘要：本研究介绍题为《走廊对话：小学低年级数学教学情境中的教学协调、叙事实践与在职持续发展》的学位论文。本研究属于叙事研究范畴，旨在探究教学协调者通过回溯自身教学叙事时，如何阐述其应对所承担的教师/教育者角色所面临的各类挑战，以及如何开展针对小学低年级数学教师的在职继续教育；同时探讨聚焦数学学科的继续教育，以及由小学低年级教学协调者工作叙事所阐释的课程体系。本研究探索学术写作规范的语言表达与颠覆路径，通过形式与内容的结合实现意义生成。部分章节以纪事文体撰写。正如本研究的理论参照豪尔赫·拉罗萨（Jorge Larrosa）所倡议的，本研究以隐喻手法凝练教学协调工作的各类挑战，并通过「经验-意义」二元维度展开教育议题的探讨。本研究的方法论路径为：从协调者的叙事对话出发，结合其他协调场景的研究（详见本文脚注），转向以思考为导向的对话；随后通过纪事文体，对教学与课程经验进行意义重构的回溯。研究结论指出，有必要面向全体民众开展数学知识应用能力的培养。这一目标需要兼具胆识与乌托邦式的理想，要求教学协调者规避认知陷阱、勇于颠覆传统范式并发挥创造力，以摆脱技术化课程的桎梏，回归教育的人文尊严。