Profissionalidade e identidade profissional do professor de matemática: o fenômeno do mal-estar docente e suas implicações

• Autor(a) principal: Beranger, Mauricio
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11263
• topic: Currículos; Políticas públicas; Educacao matematica; Matematica -- Estudo e ensino; Professores de matematica; Math teachers; Professionalism; Professional identity; Government decisions; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The following research aims to contribute, identify and understand some behaviors, knowledge, attitudes and values which will take part in the peculiarity of being a Math teacher and how the professional identity, which is composed and shaped by a variety of items such as cultural, religious, ethnic, among others, and also resulting in social, political, economical and technological changes are showed in the analyzed group. It is aimed by this piece of work to demonstrate how a group of teachers see their roles in modern society and in their working communities, how they interact with the curricula orientations in the official documents, how the results of the tests are analyzed and how they face the government decisions such as inclusion, cote system and developing program of studies. The theorical references are the work done by Freire, Gimeno Sacristan, Apple and Thompson. The field of research was made through a questionnaire organized in three parts. On the first part, questions were made in order to draw the teacher s profiles. On the second part, five open questions were made so then the teachers could express their opinions and conceptions about the role of the teacher in the society, their interaction with the curricula orientation transmitted by the official proposals, about the analysis of the results in the Math tests indicated in macro tests, and also the point of view over the government decisions. On the third part, six statements were formulated and the teachers had to agree and disagree with each one. The results show that the teachers who participated in this research do not feel motivated, valued, and feel apart from the society, also historically under pressure because of the government decisions as: macro-evaluation and the teacher training programme. They disagree with the university cotes (finding them a way of expressing racial prejudice). They do not have a clear opinion about their role and of cultural, social and political matters influence their teaching practice