The performativity device in a pedagogical intervention program for mathematics teaching
Pedagogical device. Pedagogical recontextualization. Performativity. Mathematics teaching.
This study has as its object of study activities related to the teaching of Mathematics developed by the Municipal Secretary of Teresina (PI) in partnership with the Alfa and Beto Institute through a Pedagogical Intervention Program. It is organized as a collection of two articles: in the first article, we seek to characterize the principles of the performativity device of a pedagogical intervention program for the teaching of mathematics in the early years developed in the city of Teresina (PI) in partnership with Instituto Alfa and Beto. In the second article, we present a study that sought to understand the way teachers recontextualize the aforementioned Pedagogical Intervention Program. These are two qualitative studies in which data were collected through observations, document analysis and semi-structured interviews. The results of the first article point to three principles as regulators of activities related to the teaching of mathematics developed in the studied context: monitoring the execution of class scripts, training students to perform external evaluations, the award as a stimulus to performance improvement. In turn, the results of the second article indicate that participants recontextualize activities advocated by this program including other activities designed by themselves to meet Prova Brasil descriptors and performing textual transformations to meet the student leveling policy by performance standard. expanding them or associating them with others elaborated by themselves and operating variations in the rhythm to adapt it to the specificities of each class.