| Summary: | This narrative meta-analytically reconstructs theoretical-analytical assumptions of an "educators workshop" on mathematical teaching decisions in "common classes" with teachers of Youth and Adult Education (EJA) in a CENPA (Center for Primary Adult Level) in Córdoba (Argentina) from 2008 to 2017. Its objective is to contribute to the reflection and orientation of collaborative research as an option to transform teaching conditions at EJA. To do this, I will reconstruct the work frame of this collaborative experience from contributions of Latin American educational ethnography on: documentation processes of school everyday life; tensions in dissemination and authorship of these processes linked to teaching work conditions. I will notice challenges and options of the empirical-analytical approach to research that at the same time intervene in the improvement of mathematics teaching, collaboratively generating alternatives. Finally, I will show how the notion of "teacher's environment" allows analytically delimiting processes to be addressed in the workshop design.
|
|---|
