Da “Re(s)source Conference” de Lyon à Pandemia Covid-19: impactos e contribuições à teoria da Abordagem Documental do Didático
DOI:
https://doi.org/10.23925/1983-3156.2021v23i3p482-515Palavras-chave:
Abordagem documental do didático, Interlocução professor e recursos para o ensino, Re(s)source Conference, Covid-19 PandemicResumo
Neste artigo realizamos um sobrevoo em dois eventos que, de formas diferentes, impactaram e contribuíram com os estudos relativos à interlocução dos professores com recursos para o ensino, um meio de desenvolvimento da prática profissional. Esses eventos são “Re(s)source Conference” ocorrido em maio de 2018 na ENS de Lyon na França com o objetivo de refletir sobre a teoria Abordagem Documental do Didático, e o outro evento que se iniciou dois anos após de modo inesperado e sem organização, a Pandemia do Covid-19, cujos impactos continuam por todo o mundo, interferindo nas ações humanas. A “Conference” contou com a participação de pesquisadores de todos os continentes, e a Pandemia também não deixou ninguém de fora, atingindo o mundo todo de forma avassaladora e destruidora. O objetivo do artigo é refletir sobre a os efeitos desses eventos na educação de um modo geral e na educação matemática de um modo particular. É hora de repensar nossas relações sociais, incluindo aí a educacional. Nessa perspectiva, é interessante o chamamento da UNESCO de que deveríamos tornar a matemática “humanizada”. Focando na ADD e seus constructos, é importante tirar lições do que a Pandemia nos indicou, buscar a renovação do sistema de recursos profissionais dos professores, em particular de matemática, com o apoio institucional, valorizar o trabalho coletivo e cooperativo e o uso abalizado de tecnologias, em favor de uma matemática para todos. Para o desenvolvimento do artigo, coletamos dados no site e anais da conferência, e em artigos recentes sobre os impactos da pandemia. Como resultado, evidenciamos as diferentes concepções sobre recursos, documentos, instrumentos, entre outros, e o que se inferiu sobre a interlocução professor/recursos e impactos da pandemia na educação, atingindo o objetivo proposto de iluminar as contribuições extraídos desses eventos para o avanço da ADD.
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