Insubordinando criativamente a indisciplina na perspectiva da etnomatem?tica : um estudo qualitativo com professores de matem?tica.

Programa de P?s-Gradua??o em Educa??o Matem?tica. Departamento de Educa??o Matem?tica, Instituto de Ci?ncias Exatas e Biol?gicas, Universidade Federal de Ouro Preto.A disciplina estudantil existe desde o come?o da humanidade, com isso, os m?todos disciplinares empregados se modificaram ao longo dos anos originando o emprego de estrat?gias culturalmente irrelevantes para a manuten??o da disciplina. Assim, este estudo buscou explorar as opini?es de 8 (oito) professores de Matem?tica, em 3 (tr?s) escolas estaduais e em 1 (uma) escola particular, em duas cidades distintas, da Superintend?ncia Regional de Ensino de Ponte Nova, em Minas Gerais, sobre as abordagens relacionadas com a disciplina vivenciadas nas escolas em termos de pol?ticas p?blicas e pr?tica docente. Em particular, este estudo procurou obter informa??es sobre o dia-a-dia desses professores, bem como de suas experi?ncias e pontos de vista em rela??o ? implanta??o dos regulamentos relacionados com a disciplina estudantil. A problem?tica desse estudo est? relacionada com a quest?o de investiga??o: Como os professores de Matem?tica podem compreender a indisciplina dos alunos como um aspecto positivo que possa auxili?-los na transforma??o da pr?pria pr?tica docente de acordo com as perspectivas da Etnomatem?tica e da Insubordina??o Criativa? Os dados foram coletados por meio da utiliza??o de dois question?rios (inicial e final), de quatro entrevistas semiestruturadas, de um grupo focal adaptado e do di?rio de campo do professor-pesquisador. A an?lise dos dados dessa pesquisa qualitativa foi realizada por meio de uma adapta??o da Teoria Fundamentada nos Dados. Nessa teoria, a codifica??o aberta identificou os c?digos preliminares que foram agrupados conceitualmente para a elabora??o de tr?s categorias e duas subcategorias conceituais, que propiciaram a interpreta??o dos resultados obtidos nesse estudo. Assim, esses resultados mostraram que os participantes desse estudo puderam compreender a indisciplina dos alunos como um aspecto positivo que pudesse auxili?-los na transforma??o da pr?pria pr?tica docente de acordo com as perspectivas da Etnomatem?tica e da Insubordina??o Criativa. Al?m disso, para esses participantes, os conceitos de Etnomatem?tica e a sua conex?o com a Insubordina??o Criativa, a disciplina e a indisciplina podem estar relacionados com a flexibiliza??o das normas e regras impostas no ambiente escolar sem que discuss?es pr?vias sejam realizadas com os alunos e, tamb?m, com a contraposi??o aos educadores que visam excluir os discentes das decis?es tomadas no processo educacional. Desse modo, esses participantes se conscientizaram sobre a Etnomatem?tica como uma a??o pedag?gica que busca a proposi??o de uma pr?tica docente que possibilite a valoriza??o e o respeito aos conhecimentos matem?ticos que os alunos trazem de seu cotidiano. Essa pesquisa tamb?m originou um Produto Educacional, no formato de um caderno de sugest?es, direcionado para professores, educadores, coordenadores pedag?gicos, gestores escolares, supervisores, formadores de professores e demais interessados nessa tem?tica. Nesse sentido, ? importante que o professores de Matem?tica reflitam sobre a pr?pria pr?tica docente na perspectiva da Etnomatem?tica, como uma a??o pedag?gica intercultural e interdisciplinar, e da Insubordina??o Criativa como uma flexibiliza??o das normas e regras comportamentais, com o objetivo de provocar os limites disciplinares praticados nas escolas.Concerns in relation to student discipline have existed since the beginning of humanity. Diverse disciplinary methods have been changed over the years as a result of enlightened perspectives and the use of culturally irrelevant strategies for the maintenance of classroom discipline. This study sought to explore the opinions of 8 (eight) mathematics teachers, in 3 (three) state schools and in 1 (one) private school, in two different cities, of the Regional Teaching Superintendence of Ponte Nova, Minas Gerais, on the disciplinary-related approaches experienced in schools in terms of public policies and teaching practices. Particularly, this study sought to obtain information about the daily lives of these teachers, as well as their experiences and points of view in relation to the implementation of regulations related to student discipline issues. The statement of the problem of this study is related to the research question: How can mathematics teachers understand students' indiscipline as a positive aspect that can assist them in transforming their own teaching practice according to the perspectives of Ethnomathematics and Creative Insubordination? Data were collected through the use of two questionnaires (initial and final), four semi-structured interviews, one adapted focus group, and the teacher-researcher field diary. The data analysis of this qualitative research was conducted through an adaptation of the Grounded Theory. In this theory, open coding identified the preliminary codes that were conceptually grouped for the development of three conceptual categories and two subcategories, which enabled the interpretation of the results obtained in this study. Thus, these results showed that the participants of this study were able to understand the students' indiscipline as a positive aspect that could assist them in transforming their own teaching practice according to the perspectives of Ethnomathematics and Creative Insubordination. In addition, for these participants, the concepts of Ethnomathematics and its connection to Creative Insubordination, discipline and indiscipline can be related to the relaxation of norms and rules imposed in the school environment without previous discussions being held with students and, also, with the opposition to educators that aim to exclude students from decisions made in the educational process. In this way, these participants became aware of Ethnomathematics as a pedagogical action that seeks to propose a teaching practice that makes it possible to value and respect the mathematical knowledge that students bring from their daily lives. This research also resulted in an educational product, in the form of a suggestion book, aimed at teachers, educators, pedagogical coordinators, school managers, supervisors, teacher educators and others interested in this topic. In this sense, it is important that mathematics teachers reflect on their own teaching practice from the perspective of Ethnomathematics, as an intercultural and interdisciplinary pedagogical action, and creative insubordination as a relaxation of behavioral rules and rules in order to provoke disciplinary limits practiced in schools