Writing the identity constitution of the mathematical teacher narrated in the memorial

• Autor(a) principal: Lima, Vanessa Suligo Araujo
• Data de Publicação: 2018
• Outros Autores: Kochhann, Maria Elizabete Rambo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7310
• topic: Ciências Exatas e da Terra; Matemática; Formação Inicial de Professores; Identidade Docente; Memorial de Formação.; Initial Teacher Formation; Teaching Identity; Formation Memorial

This work presents a research developed in Programa de Pós-Graduação Stricto Sensu em Ensino de Ciências e Matemática - PPGEM from Mato Grosso University – UNEMAT, Deputado Renê Barbour Campus, located in Barra do Bugres-MT municipality. The purpose of the research was to investigate the process of teacher identity formation, which emerged from the production of Formation Memorials of Mathematics Graduates from UNEMAT, Deputado Renê Barbour Campus, Barra do Bugres - MT ; developed during Supervised Curriculum I and II, developed in 2016/02 and 2017/01 periods. The methodology used was based on the qualitative approach, with an interpretive nature, adopting the (auto) biographical method, with emphasis on the narratives of life histories, having as an instrument of data production the Training Memorials produced by the graduates. This work was based on the theoretical contributions of authors who discuss themes related to teacher education, identity and memorial, such as Marcelo Garcia (1999), Larrosa (2002, 2004), Pimenta (1999, 2005), Fiorentini, Jaramillo (2003), Fiorentini e Castro (2003), Hall (2006), Silva, Woodward and Hall (2004), Nóvoa (1992, 2009, 2010), Nóvoa and Finger (2014), Passegi (2006, 2008), among others. The results of the analysis evidenced several elements in contact, influencing the constitution of the teaching identity of the researched licensees. Among them, we can highlight some, such as: family, friends, school, social contexts, teachers, university; the speeches produced by the graduates; marks (positive or negative) of training left by teachers etc. We conclude that the Memorial might be a valuable tool in the process of initial formation of graduates, and may contribute to the formation of reflexive subjects that understand their own process of forming teachers.