Estética da formação de Educador[as]es de Matemática

Abstract

This dissertation examines the training of mathematics educators and the supervised teaching practicum, employing the practice of collage as an epistemological tool to interrogate structures of coloniality in teacher education. The central metaphor is that of colonial ideology as a "stitching" that institutionalizes itself through a "thread" connecting and reinforcing territories and bod*ies, which are themselves simplified into mere "fabrics." The tools of control and repression, represented by the act of "handling," shape societies according to colonialism's pre-established molds. Colonial agents and collaborators uphold this domination, while educational institutions implement and perpetuate coloniality. Through this metaphorical lens, the research questions the formative dynamics of mathematics teaching, exploring if and how the supervised practicum can become a space for resistance and reconstruction against the mechanisms of colonial reproduction. Methodologically, the study adopts collage as a critical and aesthetic analytical strategy, enabling the fragmentation, recomposition, and reconfiguration of educational narratives.