Teacher Education Movement in the Mathematics Club: The Activity Guiding Project

Abstract

The present work is the result of a doctoral research whose main objective was to investigate the essential relationships in the teacher education movement in the Mathematics Club project – from the perspective of Cultural Historical Theory. Participated as subjects in this investigation: undergraduate students, basic education teachers and graduate students whom worked on the project. The data were produced from monitoring Mathematics Club work for one-year and were obtained from training episodes, which constituted the units of the analysis: the scientific knowledge, the teaching organization and human development. Data analysis allowed us to understand that the essential relationships of the training movement established in a project, by promoting in involved subjects a reason that gives meaning to the teaching education activity, having as a premise the collectivity, allow us to understand it as an activity guiding project. This collectivity is achieved when the activity carried out by the subjects is directed towards the achievement of objectives set by the group that composes it and each one contributes, with their personal effort, to achieve them. In the collectivity, as Petrovski (1986) points out, the objectives are socially valuable, that is, they do not end in the group itself and this should be a premise of the activity guiding project, as a general mode of teacher education from the perspective of Cultural Historical Theory.