Abstract
This article aims to present and discuss evidence of creative insubordination narrated by two mathematical educators who act as teacher educators and investigate the early school years. The methodology of this study was based on a narrative inquiry, which comprises a three-dimensional process of production and analysis of field and research texts, involving temporality (diachrony), personal and social interactions (sociability), and the place where the phenomenon to be investigated and narrated is located. We gathered the narratives from the analysis of the interviews were carried out narratives. The results show that it is possible to envisage that these women, mathematical educators, choose to carry out research connected to the daily school life, privileged environment of their professional development, constituting positions of creative insubordination. This means that, despite the institutional pressures by conducting quick researches, the protagonists of this study continually produce a kind of narrative research, related to school daily life, that occur in the same time of the transformations of the scientific and professional field of education and math teacher field in Brazil.
Keywords:
Math teacher; Creative Insubordination; Narrative research