2013-05-022013-05-022013-02-08LEVY, Lênio Fernandes. A formação inicial de professores de matemática em atividades investigativas durante o estágio. 2013. 220 f. Tese (Doutorado) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2013. Programa de Pós-Graduação em Educação em Ciências e Matemáticas.https://repositorio.ufpa.br/handle/2011/3777This investigation occurred in the context of teaching formation in Mathematics, with Licensing students as teachers. These teachers were students who take part in a major subject called Advised Stage IV (focused on high school teaching) at Federal University of Pará (UFPA). Discussions about researcher-teachers and research projects elaboration occurred in meetings of planning during Advised Stage III, in the previous semester. In these meeting, we also discussed with invited speakers about: (i) trends in Mathematics Education; (ii) teaching evaluation; (iii) Mathematics Didactics and (iv) “investigation-in-class” projects. Such speeches constituted helpful and motivation sources for Licensing students, rather than suggestions of objects for students to investigate. Speeches exhorted students for reading journals, books and texts available on the internet, etc., focusing theoretical and methodological issues to research about didactic intervention. Students “researched about their teaching practice” in a laboratory-school, where they disposed of agreement of the school community. In turn, the author of this thesis, teacher of subjects Adviced Stage III and Adviced Stage IV, students' adviser, analyzed their research. More specifically, the author searched to answer [through qualitative analysis of: (i) dialogues; (ii) oral narration; (iii) semi-structured interviews; (iv) observation/perception; (v) (written) research reports elaborated by students; and (vi) students' responses to a semi-opened questionnaire] to the following question: “which aspects of research practices rebound in the constitution of the identity of Mathematics teachers under formation?”. Advised stage, Teaching research & Identity of the (future) Mathematics teacher were, in a complex perspective, central elements in this research. The objective was “to investigate the constitution of Mathematics teachers under formation in the realization of research activities during advised stage”. We concluded, on the occasion of the practical phase of this doctoral research, that “there was repercussion of aspects of the research practices as much in the constitution of the particular / individual dimension as in the constitution of the general / formal / conceptual dimension of the professional identity of each subject / student analyzed”.porAcesso AbertoProfessores de matemáticaPesquisadorEstágio (Educação)MatemáticaPrática de ensinoUniversidade Federal do ParáPará - EstadoAmazônia brasileiraTeseCNPQ::CIENCIAS HUMANAS::EDUCACAOCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA