Docência no Ensino Superior : a construção da identidade docente em um curso de formação por área do conhecimento : Ciências Naturais e Matemática

Abstract

This research is dedicated to the study of the processes of identity construction of a group of five faculty members in the higher education area of the Bachelor's Degree in Natural Sciences and Mathematics, developed at the Sinop University Campus of the Federal University of Mato Grosso. The group of teachers has in common, teaching in the course and participate in the doctorate program of the Amazonian Network of Teaching Sciences and Mathematics. The undergraduate, postgraduate (masters), competition areas and teaching time are diverse, however, a group of the area of teaching of Natural Sciences and Mathematics. Another brand of the group, as education professionals is that four begin teaching in higher education in the context of the course, with less than four years of teaching. The theoreticalmethodological approach is taken from the perspective of qualitative interpretive research, based on individual interviews recorded in video and audio, characterized as autobiographical narratives, transcribed and read for the production of monads, focusing on Walter Benjamin, George Otte, Petrucci-Rosa et al. In this sense, what we present comprise representations of subjects in the dynamics of processes of teacher identity construction and configuration of subjective, individual and social senses, in the constructive-interpretive perspective of the monads, interrogated under the theory of subjectivity of Gonzalez Rey. Monads unleasched by discrepancy of the subjects to the profile of the teaching proposed by the pedagogical project of course. The individual Monads - express dynamics of identity construction and configuration of subjective individual and social senses of teaching. They are self-reflections, around meanings, that relate to training by area of knowledge, curricular organization, interdisciplinarity and transdisciplinarity as a possibility of resignification of identity and subjective senses of teaching, individual and social, underlying to processes of previous formation. The narratives point to identity processes and configuration of subjective meanings, propitiated by reflections, philosophical and epistemological, in the context of the Postgraduate Program of the Amazon Network for Teaching Science and Mathematics. Under these aspects, we argue that the initial and continued formation of teachers of Natural Sciences and Mathematics, developed by the Federal University of Mato Grosso, contributes to the dynamics of identity and configuration of subjective senses of teaching, by providing reflections around subjective senses that coexist to a no more and one not yet, that imply in reconfigurations of identity processes in the personal, professional and institutional dimensions of teaching in higher education.