Interlocução entre as orientações de documentos curriculares e atos de fala de professores de matemática à luz da ética discursiva habermasiana.

Abstract

This article analyzes the interaction between guidelines present in institutional documents, the Institutional Pedagogical Project (PPI) and the Institutional Development Plan (PDI), and speech acts uttered by mathematics teachers in Professional Technical Education at the Secondary Level (EPTNM) during a meeting whose theme was inclusion in mathematics teaching. Based on the transcript of the meeting and the analysis of the documents, we seek to understand how different types of externalizations (expressive, constative, evaluative, and idiosyncratic) dialogue with institutional guidelines on inclusion, in light of Habermasian discursive ethics. The analysis reveals thematic convergences between institutional guidelines and teachers' concerns and discusses how communicative rationality manifests itself in interaction. The study proposes methodological and theoretical improvements for future investigations that articulate discourse analysis and institutional documents.