Discursive textual analysis in research on mathematics teacher training

Abstract

The article aims to present the path of Textual Discursive Analysis in a doctoral research that was carried out in the context of the formation of mathematics teachers, as well as to explain some learning made possible by this methodology to the researcher. For that, some principles are exposed that guided the accomplishment of the qualitative research and described, gradually, how was the development process of the Discursive Textual Analysis in this research. In addition, an excerpt from one of the metatexts produced in the thesis is shown, aiming to show the exercise of the intense dialogue established with the empirical and theoretical interlocutors, as well as the expression of the arguments that are necessary to communicate the emerging understandings in a qualitative research. Therefore, the way in which this methodology makes it possible to conduct research makes the researcher feel challenged to read and write more and more, and especially to learn.

Keywords: Qualitative Research; Discursive Textual Analysis; Teacher Training.