Resumo

MUTTI, Gabriele de Sousa Lins; TAMBARUSSI, Carla Melli  e  KLUBER, Tiago Emanuel. Collaboration in a context of continuing teacher education in Mathematical Modeling. Ciência educ. [online]. 2022, vol.28, e22055.  Epub 17-Nov-2022. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320220055.

In this paper, we ask what can be found about collaboration in the dissertations and the theses produced in a context of continuing teacher education in Mathematical Modeling in Mathematics Education. By taking a phenomenological research stance, we consider six dissertations and one thesis produced by professors who are part of a continuing teacher education initiative in Modeling, which stands out for remaining in place for the longest time, within the scope of Brazilian research and extension projects focused on this theme. The phenomenologicalhermeneutic analysis of the two categories that emerged from this study revealed that the subject's way of seeing himself/herself and placing himself/herself in the group is what opens the space for collaboration. Being in and being with are specific ways that each individual has to place themselves in the collective domain, in the face of someone else.

Palavras-chave : Mathematics teaching; Mathematical modeling; Teacher training; Philosophy of mathematics education; Collaborative practices.

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