Communitarian ethics in the education process of teachers who teach mathematics: a continuous and unfinished movement

In this article, we aim to characterise the emerging communitarian ethics in an education process with teachers who teach mathematics. As a theoretical-methodological foundation, we took the concept of communitarian ethics, proposed in the theory of objectification, as well as the concept of joint labour, expanded to the remote format and to the continuing education of teachers. Data production occurred from the video recording of the meetings of training research in the online modality. For data analysis, we observed, emphatically, the first and last meetings of the interactions between a researcher-trainer and a group of teachers from the initial years of elementary school. Among the results, we found that the methodological assumptions of (remote) joint labour contributed to the emergence of the three elements that characterise communitarian ethics (responsibility, commitment and care for others) in the relationships between the participants of the training. In short, we argue that education processes, whether face-to-face or not, focusing on the axis of forms of human collaboration and based on communitarian ethics, such as training research on stage, can favour the emergence of new subjectivities of the teacher, who produces non-alienating knowledge and sees himself or herself in his or her productions, in a continuous and unfinished movement.