This research aims to work with different world and knowledge conceptions, inquiring about articulations between the meanings that Mathematics teachers have and their learning and teaching conceptions. This study revolves around discussions that occurred in an extension course for Mathematics teachers. This course addressed different conceptions of world and of knowledge, and their association with different fields such as Mathematics, Physics, Ecology and Arts, focusing on the transition between the Modern Era world conception and the world conception that has been evolving in the so-called Post-Modern Era. The goal is to understand the meanings that teachers have about those conceptions, highlighting possible moments of meta-understanding regarding the articulation between these conceptions and their practice. A qualitative research methodology was employed for the study from a phenomenological perspective.
Phenomenology; Conceptions; Knowledge; Teachers' education; Teacher practice
