Afectividad, autoridad e insubordinación: Reflexiones sobre la formación docente en educación matemática inclusiva
This article discusses the challenges and possibilities of initial teacher training for inclusive mathematics education, emphasizing the relevance of affectivity, educational authority and creative insubordination. A theoretical and methodological approach is adopted, centered on (auto)biographical...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16420 |
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| Sumario: | This article discusses the challenges and possibilities of initial teacher training for inclusive mathematics education, emphasizing the relevance of affectivity, educational authority and creative insubordination. A theoretical and methodological approach is adopted, centered on (auto)biographical research, which values narratives of pedagogical experiences as formative devices. The research aims to investigate the potential of (auto)biographical narratives to understand how the experiences and stories of future teachers can contribute to inclusive and emancipatory pedagogical practices, articulating theory and practice. The proposal involves a study group on mathematics education, inclusion and narrative, to reflect on challenges and formative trajectories. The expected results include the strengthening of teacher autonomy and the promotion of pedagogical practices that integrate technical and affective dimensions. It is concluded that a reflective initial training, sensitive to diversity, can prepare teachers for emancipatory practices, consolidating a inclusive mathematics education that values affectivity, promotes teaching autonomy and recognizes the transformative potential of formative experiences. |
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