Identidade profissional de educadores matemáticos formadores de professores que ensinam matemática : sobre a relação com o saber e o aprender

Abstract

This research aims to understand characteristics of the professional identity of math teacher educators who are mathematics teachers in the context of the institutionalization of a mathematics educating society. As an investigative scenario, there is the life history and professional trajectory of three teacher educators, socially recognized mathematics Educators, who initiate the movement to implant a Brazilian Society of Mathematics Education regional unit in the State of Maranhão. The specificities developed to meet these identity characteristics are: presenting theoretical references that articulate the relationship with the knowledge and learning of math teacher educators, making inferences about their professional identities possible; identifying characteristics of the professional identity of teacher educators who teach mathematics based on their life stories and professional trajectories; recognize how characteristics of teacher educators’ professional identities can influence development based on inferences regarding relationships with the knowledge they establish with others and with the world. This research is justified given the constant social transformations to which math teachers are exposed and what’s demanded of them regarding articulation of knowledge and learning relations, making them recognize the need to promote changes in their praxis. This panorama of instabilities produces crises in their professional identities, in which the recognition of Mathematics Education as a field of professional development activities can help you understand and (re) build relationships with knowledge and learning. Thus, this research was qualitative almost approaching a narrative perspective in which collaborators’ life stories and professional trajectories were recognized in this investigation through (auto)biographical narrative interviews. The first treatment given to narrative interviews was textualizing, making it possible to find organizational axes on which the treatment of Textual Discursive Analysis was carried out. The Anthropological Theory of Relationship with Knowledge and Learning, developed by Bernard Charlot, were used as axes, which, in the light of the social identity construction elaborated by Claude Dubar, a certain professional identity is conceptualized, in turn, are covered in the studies on professional identity carried out by António Bolívar. Thus, for each axis, a text was constructed in which the defined units of meaning were interwoven. After this process of textual construction, the axes were reorganized into three identity categories that emerged from this process, namely: Immanent Identities, Reflected Identities and Identities in Contexts, from which sets of identity characteristics were recognized. So, it was possible to verify the thesis that: characteristics which constitute the professional identity of the math teacher educator are inherent to the relationships with knowledge and learning existing in the multiple experiences resulting from life and professional histories with such characteristics being potentially capable of positively constituting the math teacher’s identity to the extent that these formative processes provide self-reflection in relation to the world and to others.