Identidade profissional docente em memoriais de formadores de professores de matemática

Abstract

The main objective of this doctoral research was to characterize a possible professional identity of teachers who are teachers of mathematics, based on aspects emerging from the analysis of their memorials. For this, a study was carried out on the concept of identity investigating its origins in Philosophy and Sociology to build a theoretical basis that took as a reference concepts linked to liquid modernity, by Zygmunt Bauman, as well as Claude Dubar's ideas on identities and their crises, in addition to Edgar Morin's Theory of Complexity. With a view to an understanding of the concept of professional teaching identity, a survey was carried out between national and international productions on this theme, emphasizing the conception of Bolívar (2006), which adopts a narrative perspective. Three memorials of teacher training from the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI / UFPA) were analyzed and they competed for the position of full professor / free holder. They are documents in the public domain, but were voluntarily granted by the subjects and, therefore, we chose to use them referring to their real names. The reading of these documents was performed based on an instrumentation proposed in this research associated with a subsequent analysis based on four guiding axes that emerged from it. Such axes analyze: a) the subject's relationship with the mathematical object; b) the role of experienced identity crises; c) the identification processes for themselves and for others; d) the subject's relationship with the world. Initially, the analyzes were carried out individually to, in a second moment, propose a meta-narrative that would perform the dialogue of the excerpts taken from the memorial and that we consider to influence the constitution of the professional identity of these teachers who are teachers of Mathematics teachers. In this way, we support the proposition that the professional identity of teachers who are teachers of mathematics teachers is constituted in a gradual and non-linear way, based on relationships established with Mathematics or mathematical objects, suffering influences from the world and other subjects, being crises, elements that trigger this constitutive process.