CONSTRUÇÃO IDENTITÁRIA E AUTOFORMAÇÃO DE PROFESSORES DA EDUCAÇÃO SUPERIOR EM LICENCIATURA DE MATEMÁTICA

• Autor(a) principal: Girondi, Denise da Rosa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1042
• topic: professor sênior; autoformação; licenciatura em matemática.; senior professor; self-formation; degree in mathematics.; Ciências e Matemática

The present research is linked to the Graduate Program in Science and Mathematics Teaching, and its objective is to comprehend the challenges faced by senior university professors, in the area of mathematics, in the construction of their professional identity, regarding the self-formation process. The research was developed with senior university professors from public higher educations institutions, one Federal and the other State. The theoretical framework that supported this research is divided into four topics. The first, referring to the state of the art, as it refers to identifying studies that have reference to this research in the Capes database, in the years 2017, 2018 and 2019. The second “Teaching knowledge in search of the construction of the teaching identity”, based on Tardif (2003); Ferry (2004); Zabalza (2004); Isaia (2008); Huberman (2000); Cunha (2010); Novoa (2000); Marcelo (1999), the third “Challenges in the exercise of university teaching”, based on Tardif (2002); Freire (2003); Roldão (2007); Pepper (2000); Cunha (2010); Anastasiou (1991); Cunha (1999, 2007, 2010); Masetto (1998); Vicentini (2006) and the fourth deals with “Teacher Self-formation”, based on Ferry (2004); Zabalza (2004); Cunha (2010); Marcelo (1999); 2010); Isaia (2006); Novoa (2009). Theoretical analysis took place throughout the research, as at various times it was necessary to revisit the references read. For the construction of the theoretical foundation of this research, bibliographic research was used, linked to a Multiple Case Study, with a qualitative approach, having as an instrument the online interview with the two subjects of this research, organized into three categories: Identity; Teaching challenges; and Self-formation. The results are that teachers are unique professionals, as they build their identity based on their experiences and their look and face different challenges and their self-education is related to their identity.