ICEM Study Group — Creative Insubordinations in Mathematics Education: context, challenges and prospects

Abstract

This article presents a discussion about Creative Insubordination and its relationship with collaborative groups. Following, we present the group of Creative Insubordination in Mathematical Education — ICEM, UFSC, the considerations of its members about the knowledge built and the motivations that brought them to this context. Our research is guided by the Narrative Research methodology, with participatory research characteristic, whose researcher is one of the authors of this text. For data production it was used the researcher's written records and audios of the meetings held by the group in this first year. Information shows that the participation of members in ICEM is associated with a perspective of Creative Insubordination and that the actions developed in the group provided the articulation between academic knowledge and classroom practices, thus contributing to the reframing of knowledge about the practice itself, the teaching profession and the learning of mathematics. The group aims to share the knowledge built in other spaces to contribute to students’ mathematics learning at different levels and modalities of education, and considers its greatest challenge the recognition of ICEM as a training context in the institutions where they operate.