Pensamento algébrico na formação de professores nos anos iniciais: uma análise multissemiótica à luz da teoria da objetivação de Radford

Abstract

This research investigates the development of algebraic thinking in teachers who teach Mathematics in the Early Years of Elementary School. Given the persistent difficulty of students in this area, the question is: how can the Theory of Objectification and the development of algebraic thinking of the teacher who teaches Mathematics in the Early Years of Elementary School be integrated to improve their pedagogical practice and learning in Algebra, during their continuing education? The study is anchored in the Early Algebra(EA) movement, which advocates the introduction of algebraic concepts from the first years of schooling, in line with the National Common Curricular Base (BNCC, Brazil, 2017). Luis Radford's Theory of Objectification (TO), with contributions from Vygotsky, Hegel, Marx, and Freire, serves as the central theoretical framework. The objective is to analyze how continuing education can influence the construction of teachers' algebraic thinking and improve pedagogical practice in teaching Algebra. The research adopts a qualitative, descriptive, and interpretive approach, using multisemiotic analysis as a method. Ten teachers participated in a 60-hour continuing education course offered by the G-TERCOA/CNPq/UFC Research Group. Data collection involved questionnaires, participant observation, audiovisual recordings, and analysis of participants' production. Data analysis will be based on multisemiotic analysis, considering different modalities of expression. The educational product will be a set of Teaching Sequences (SD) for teaching Algebra in the Early Years, based on TO and aligned with the BNCC. It is expected that the research will contribute to the professional development of teachers, the improvement of Algebra teaching, and student learning.