Narrativas de professoras formadoras que ensinam matemática em cursos de pedagogia: formação, identidade e tensões no campo da docência e da pesquisa
Abstract
This research pertains to a master's thesis affiliated with the Postgraduate Program in Education
(PPGE), within the research line "Science and Mathematics Education" at the Federal
University of São Carlos (UFSCar), and it is part of the "MANCALA – Group of Studies and
Research in Mathematics Education, Culture, and Teacher Education" (CNPq). The ongoing
investigation had the overarching objective of comprehending the constitution of the
professional identity of female teachers who teach Mathematics in Pedagogy undergraduate
programs, along with their tensions within the fields of teaching and research. To achieve this,
after identifying collaborating educators who are graduates of stricto sensu postgraduate
programs in the areas of "Education" and "Teaching" in São Paulo state, the narrative interview
method proposed by German sociologist Fritz Schütze was adopted as the data production
instrument. Thus, in pursuit of the stated objective, narratives of three educators, who are both
pedagogues and doctors and have developed their professional identities over the course of their
journeys as mathematics educators, were validated. In terms of results, utilizing the six steps
proposed by Schütze, the analyses reveal the following outcomes: 1) Impact of Positive
Training Experiences on Professional Identity: the trainers demonstrated that positive
experiences with teachers in Basic Education were crucial for Mathematics to become their
preferred subject. This highlights the influence of interpersonal relationships in the formation
of the professional identity of pedagogues and shows the importance of support and
encouragement at the beginning of their trajectories; 2) Challenges and Tensions of Insertion
in the Field of Mathematics Education: the trainers' narratives revealed challenges and tensions
faced when entering the field of Mathematics Education, such as questions about their training
and capacity. This result highlights the importance of discussing and overcoming these barriers,
from the initial training of teachers; 3) Reflections of Teaching Practice and Career
Development for the Constitution of Identity: the challenging experiences faced by teachers in
the field of Mathematics Education were fundamental to strengthen their professional identities.
This suggests that overcoming obstacles can result in a more solid and authentic identity as
mathematics educators, which has implications for the training and professional development
of other educators. In summary, the work with narratives contributed, in the specific case of
this study, so that these professionals could tell their life stories under the aegis of being a
teacher in Higher Education.
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