O futuro professor de matemática e o processo de identificação com a profissão docente: estudo sobre as contribuições da prática como componente curricular

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

The aim of this study is the identification process of the future Mathematics teachers as a faculty member in the beginning of their studies, and the contributions of Practice, as a curricular component, in this process. Thus, the objectives of this study are: firstly, to recognize evidences of the identification of the professional as a faculty member by the future Mathematics teachers or some of the future Mathematics teachers during their undergraduate program; secondly, to become acquainted and analyze the contributions of the experiences lived by licensed teachers in the development of Practice as a curricular component, for the constitution of their Identity as Faculty Members. The questions that guided this study were: What are the connections between the experiences lived during the development of Practice as a curricular component (in Teaching Practice and Supervised Training) and the constitution of the Professional Identity of the future teacher? Also, which components of these experiences contributed to the constitution process of this Identity? For the theoretical basis, concepts of Social and Professional identities were adopted, with grounds on Dubar, and the Professional Identity of the Faculty Member, supported by Guimarães. Some factors that influenced the constitution of this Identity were also taken into account, in addition to presenting how normatization guiding Practice as a curricular component should be developed in undergraduate courses. A qualitative research approach was adopted and data was collected through questionnaires, interviews in focus groups, and observations. There were fourteen interviewees who were, in 2008, studying Teaching Practice and Supervised Training II in the undergraduate program of Mathematics in a public university in the interior of São Paulo State. The findings show that the stimulus and the development of a reflexive, questioning, investigative behavior developed by the Practice as a curricular component generate, not only a complex process of socialization with faculty members, but also conflicts, ruptures, uncertainties, choices and inner battles, which propitiate the undergraduate students to reassure or have second thoughts about their choice for a career in teaching. This is definitely the way that will promote invaluable contribution for the constitution of the Professional Identity of a Faculty Member of future teachers

ASSUNTO(S)

matematica -- estudo e ensino (estagio) teaching practice prática como componente curricular pratica de ensino practice as a curricular component matematica identidade profissional docente supervised training professional identity in faculty members professores de matematica -- formacao profissional estágio supervisionado

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