Subjectivity movement and Teaching-Orienteering Activity: other ways to and from Pedagogical Activity

Abstract

In this article we narrate moments in the constitution of the subjectivity of a teacher in Pedagogical Activity, teaching mathematics at the basic level of a rural Colombian school. This work is framed in the results of a doctoral thesis that has a theoretical foundation in the Historical-Cultural Perspective, the Theory of Activity and the Teaching-Orienteering Activity. Through the Dialectical method, making use of Narrative Research, it was possible to bring and build authentic experiences in the teacher's daily life. She expressed some fears because her specific training was not in mathematics, however, she expressed confidence in having the Study Group accompany her colleagues. In this collaborative scenario, school activities based on the structure of the Teaching Guidance Activity were mobilized, where the teacher found other meanings of school mathematics. That movement in her Pedagogical Activity gave sense to those meanings that she was appropriating. The narrative presented is a fabric in the life of a woman who is a daughter, wife, mother and teacher, her life does not stray from what she does at work; her decisions, her dreams and her fears walk with her. Of this process, the teacher calmly expressed: "Mathematics is not just an accumulation of exercises in a notebook, with the children sitting and silent, they move in life." We conclude that subjectivity is also constituted in the Pedagogical Activity and that proposals such as the Teaching Guiding Activity enable the construction of senses.