Aprendiz de professora : as narrativas sobre o processo de constituição da identidade docente dos licenciandos de Matemática
Data
2012-12-11
Autores
Martins, Rosana Maria
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Universidade Federal de Mato Grosso
Resumo
This research is linked to the Graduate Program in Education UFMT, Campus
Rondonópolis. Consisted in a study focused on the investigation of the writings
themselves - with memorials training - practical training as a teacher. Inserted in the
qualitative approach works with autobiographical narratives. For its development, it
has taken up as basis readings of productions that deal with memorials in the
constitution of teaching, with the aim of contributing to and reflections that are being
developed in Brazil in recent years, especially in the field of mathematics education.
As further research in this area, this research focuses on the formation of teaching
identity construction with students of Bachelor Course of Mathematics, class of 2009,
UFMT, Campus Rondonópolis (CUR) and is part of a larger project approved by the
Observatory for Education between the Pontifical Catholic University of São Paulo
(PUC-SP) and UFMT. The teaching identity is understood in this research, as a
movement of constant tension of the interaction between the subject and their
individual experiences and professional, but within a continuum, since the
construction of professional identity is movement, is timeless and constant. Worth
reporting that this study stands out by investigating subjects without experience in
teaching and expressing the memorials, perceptions of their teacher training course.
The goal of research is to Analyze the evidence of teaching identity construction of
undergraduates in formation in the Course of Mathematics UFMT / CUR. Adopted as
research questions: Is there evidence of constitution of teaching identity in narratives
(auto) biographies of Undergraduates in Mathematics? How to present themselves
personal and educational trajectory of these future teachers? What undergraduates
indicate as foundational aspects for its teacher training, from training experiences
offered by the Mathematics Course CUR / UFMT? What experiences and practices
are mobilizing more reflections on the future profession? The data, collected between
2009 to 2012, showed that subjects describe themselves forming a professional
identity in teaching formal and informal spaces, which are influenced by models that
marked their schooling. Explain, yet, they want to be teachers, emphasizing the
importance of participating in projects oriented, value disciplines that involve practical
rationality, because they believe that they allow the redefinition of pedagogical
practice. Finally, I hear one of the guys from the narrative analysis, comprising
diachronically its formation process, ie, the formation of identity in teaching
mathematics. The research also reveals to analyze the memorial of a graduate
student in degree over the four years of training, the process of becoming a math
teacher occurs in alternating movements, through former teachers and models for
other forms of identification, including family and friends, for reflections on practices
experienced in Pibid (Institutional Scholarship program Initiation to Teaching) and
especially on stage.
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Citação
MARTINS, Rosana Maria. Aprendiz de professora: as narrativas sobre o processo de constituição da identidade docente dos licenciandos de Matemática. 2012. 163 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.