The Orchestra of Life Presents the Relationship Between Subjectivity and Mathematics Teaching: Pedagogical Practice in the New Stage of Remote Teaching

This article, developed from the research of a dissertation, aimed to describe the lines of force that run through mathematics teachers looking for connections that link remote teaching to their subjectivity, that is, the experiences lived by the research subjects and had an impact on their pedagogical practice. The research is motivated by the following question: How can the lines of force influence the pedagogical practice of a group of mathematics teachers, during the period of remote teaching? To achieve the proposed objective, we chose to use the cartography of subjectivity, which was inspired by studies presented by Michel Foucault, Gilles Deleuze, Felix Guattari, Suely Rolnik, among others, which allows mapping the lines of force that affect the subject, using different methods. To de-scribe the lines of force of a group of mathematics teachers, during the pandemic period, we used a questionnaire developed on Google Forms, composed of open questions and an unstructured interview. After carrying out the data collection procedures, it was possible to perceive that the period of remote teaching provided learning, but also many difficulties that very often vary from teacher to teacher. As subjects, they live and are influenced by different family and social environments, although they share the same educational context, in the sense of having students who share the same worldview, subjectivized by behaviors and particularities that differ from other generations.