Choice for teaching: study with graduates of a bachelor's degree in Mathematics in the interior of Ceará

• Autor(a) principal: Pinto, Laydianne da Silva
• Data de Publicação: 2021
• Outros Autores: Sousa, Francisco Edisom Eugenio de, Melo, Carlos Ian Bezerra de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação Matemática Debate
• Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/3952
• topic: Escolha pela Docência; Docência em Matemática; Licenciados em Matemática; Choice for Teaching; Teaching in Mathematics; Graduates in Mathematics; Elección de la Enseñanza; Docencia en Matemáticas; Licenciados en Matemáticas

The teaching of mathematics undergoes significant transformations in terms of teacher training, even if they are not yet sufficient to supply the lack of qualified teachers for this function, being the current LDB a milestone for changes in this scenario, by requiring training at a higher level for teaching. Based on the demands of this law, in 2002 the Mathematics degree course at the Faculdade de Educação, Ciências e Letras do Sertão Central of the Universidade Estadual do Ceará (FECLESC/UECE) was implemented, in order to reduce the lack of teachers in this region of the interior of Ceará, having that course over 15 years of experience and trained 91 teachers. In this context, discussing teaching and elements related to his choice as a profession, this research, configured as a qualitative case study, aimed to investigate whether the graduates of this course are, in fact, acting as teachers and, more especially, what led them to choose teaching or not. Through the application of a questionnaire to 50 alumni of the course, we obtained that 29 are working in teaching and 7 in school management positions; among those who do not practice the profession, 14 did not choose a career and only 1 is unemployed. For our subjects, entering the teaching profession was based mainly on the taste for the profession. The research contributed to know which aspects are related to the choice of teaching, allowing to reflect on the insertion in the teaching profession and the challenges of education.