What is this seen in the conception of female teachers who teach mathematics about collaborative research?

Abstract

In this article, we present a search for understanding what collaborative research is in the conception of teachers who teach mathematics, participants of a collaborative virtual group, which was formed with two objectives: first, to deepen the studies on Inclusive Education, and second, to overcome the difficulties imposed by the pandemic scenario, among them, the need to use technological resources for distance mathematics teaching. In this perspective, the group initially sought to understand aspects related to the research and collaboration dyad. The discussions outlined are anchored in Collaborative Research, articulated with the Culture of Collaboration in Teaching Practice. The corpus of analysis emerges from the transcription of the dialogues between the participants in the virtual meetings. To assist in the text mining process, the software IRaMuTeQ was used. Our reflections emerge from the Textual Discourse Analysis (TDA), in an exercise of critical/reflective analysis with phenomenological and hermeneutic characteristics, that is, in a descriptive and interpretive movement from the viewpoint of the researcher as the translator of this movement. Throughout the study, we observed dialogues with a critical-reflexive essence, awareness of the social and political reality, facing the gap between theoretical and legal assumptions, the absence of actions that foster an authentic inclusive praxis. Our findings reveal the importance of the Culture of Collaboration in the production of knowledge connected to the need to act, constituting a fundamental characteristic for the practice of collaborative research.