O que pode uma história sobre histórias de grupos colaborativos em educação matemática?

Abstract

This doctoral dissertation was developed within the Graduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar), under the research line Teacher Education and Other Educational Agents. The study aimed to understand the limits, challenges, and perspectives experienced by Mathematics Education researchers in structuring their doctoral dissertations developed with groups in collaborative contexts, based on the history of their histories. Grounded in Oral History as a theoretical and methodological perspective, the research identified doctoral dissertations in the field of Mathematics Education whose data were produced with groups exhibiting collaborative characteristics and conducted narrative interviews with three researchers responsible for these investigations. The narratives were produced and analyzed in the light of Oral History, seeking to understand the processes of group constitution, the challenges experienced, the strategies developed throughout the process, and the meanings retrospectively attributed to these experiences. The results revealed that the formation of groups with collaborative characteristics was a relational, dynamic, and continuously negotiated process, marked by challenges related to building trust, maintaining participant engagement, sharing leadership, reorganizing practices, and the role assumed by the researcher during the investigation. The analyses enabled the development of theoretical methodological indicators that contribute to understanding the formation of such groups and to future research conducted in collaborative contexts. It is argued that the investigation's main contribution lies in highlighting the power of Oral History to generate new understandings of past experiences, allowing researchers to revisit their trajectories, reframe investigative processes, and produce knowledge that extends beyond what was recorded in the original studies. Thus, the thesis expands the possibilities for research on groups with collaborative characteristics in Mathematics Education by offering an understanding that interlinks processes of professional development, collaboration, and knowledge production based on the narratives of the researchers themselves.