https://repositorio.ufms.br/handle/123456789/59 2026-04-14T18:36:29Z https://repositorio.ufms.br/handle/123456789/14355 Título: Identidade Profissional na Formação Inicial de Professores de Matemática: Um Movimento (Auto)biográfico Abstract: With a view to identity processes, our thesis aimed to analyze the movements of professional identity (PI) formation among future teachers in the mathematics undergraduate course at UESB in Vitória da Conquista, as well as to understand the conceptions of PI held by future mathematics teachers (FMTs) in the context of initial teacher training and to identify, in autobiographical narratives, the formative aspects of PI formation processes. The study sought to address the following research question: What possible narratives do FMTs develop about their PI formation process? To this end, we engaged with a theoretical framework that considers the discussion of the elements present in the PI formation movement in the initial training of FMTs. We understand the IP (Individualized Learning) as a set of stories that traverse the narrative crossroads of our existences as teacher-subjects, as an identity mosaic of an unfinished work, which is reassembled with each new life and training experience, and this movement involves the perception and reinvention of oneself and the other as historical, cultural, social, and political subjects. As methodological references, we adopted (auto)biographical research, supported by the production of autobiographical narratives through the autobiographical narrative interview technique. The life and training stories were told by 8 (eight) FPM (Teacher-Position) participants and analyzed from the perspective of metaphorical reading in three stages: the biographical profile (Stage I), the thematic analysis units emerging from the cross-readings (Stage II), and the synthesis of the autobiographical work, highlighting the potential of the participants (Stage III). The results indicate: a) the motivation and choice for teaching emerge from personal, family, and school experiences, intertwined in discourses of prestige, devaluation, and resistance; b) Conceptions of mathematics are constructed from diverse memories and experiences—family, school, social, and territorial—that directly influence their identity processes; c) Initial teacher training represents a clash between expectation and reality, marked by the distance between mathematics in school and university, causing ruptures, tensions, and identity reconstructions that reveal the need for a more human, integrated, and coherent training with the purpose of training teachers; d) Participation in PIBID, internships, and training projects emerges as a turning point in the construction of IP, allowing FPMs to recognize themselves in teaching; e) Conceptions of IP point to a plural movement—full of memories, affections, choices, contradictions, reflections, and struggles—that reinvents itself in relation to oneself, to others, and to the school, finding in initial teacher training fertile ground to flourish and transform itself; f) Affections, beliefs, and emotions profoundly permeate identity formation, guiding perceptions, choices, and ways of acting, revealing how fear, insecurity, affection, and empathy become forces that create tension, challenge, and drive reflection, re-signification, and belonging in teacher training. That said, we observe that identity formation is constituted as a living fabric, woven together by the singularity, collectivity, and subjectivity of each life trajectory and training experience. Tipo: Tese 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14254 Título: Narrativas de uma professora de matemática: um processo de auto-eco-(trans)formação para a integração curricular de tecnologias digitais Abstract: This doctoral thesis, written in narrative form, aimed to analyze the self-eco-(trans)formation of a mathematics teacher within a process of curricular integration of digital technologies (DT). The research was conducted in a public school located in the city of Manaus, in the state of Amazonas, Brazil. The researcher acted as a mathematics teacher in a class of students over two consecutive years, teaching 6th and 7th grades of elementary school. The research data was generated from audio and video recordings, as well as from the researcher’s diary. These data guided the narrative analysis through iterative movements of returning to and revisiting the records, enabling an in-depth examination of the teacher’s formative process. The data analysis was written in narrative form, based on the research objectives and the guiding question: how does the self-eco-(trans)formation of a mathematics teacher occur in a process of curricular integration of digital technologies? Studies on Teacher Education, Complexity Theory, and the Curricular Integration of Digital Technologies provided the theoretical foundation for the thesis. The findings indicate the importance of ongoing in-service teacher education, which occurred through partnerships with the school community, a research group, and the academic advisor, within a continuous, recurring, and recursive process involving planning, classroom practices, study meetings, and guidance. This formative movement, grounded in a self-eco- (trans)formative perspective, considers elements such as professional identity, curricular integration of digital technologies, and professional development, with teaching and learning in mathematics classes serving as an integrative unit. The study also highlights the need for planning processes that consider and embrace unpredictability in the construction of school curricula. Accordingly, the mathematics curricula developed collaboratively with 6th and 7th grade students reveal evidence of learning processes characterized by moments of disorder, order, and organization, which are typical of complex environments such as the classroom. Digital technologies transformed the classroom into a space for collective knowledge construction, fostering opportunities for the formulation and analysis of hypotheses. However, to effectively experience curricular integration processes involving digital technologies, schools must invest in infrastructure—such as multimedia projectors, laptops, and internet access in classrooms—as well as in ongoing teacher education. Keywords: teaching experience; continuing professional development; complexity; learning; mathematics classes. Tipo: Tese 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14153 Título: FORMAÇÃO CONTINUADA EM SERVIÇO E INTEGRAÇÃO CURRICULAR DE TECNOLOGIAS DIGITAIS: ENCONTROS E AULAS DE MATEMÁTICA Abstract: This master’s research aimed to investigate processes of integrating digital technologies into the teaching of Mathematics that emerged from an in-service continuing education initiative. The data were produced during a professional development action linked to a research project entitled “Integration of Digital Technologies into the Mathematics Curriculum in the Final Years of Elementary School: (Re)thinking Processes.” Accordingly, the study sought to investigate the following question: How do processes of integrating digital technologies into Mathematics teaching occur within an in-service continuing education context? The data were generated through school-based meetings involving two Mathematics teachers from the final years of Elementary School who work in a public school in the municipal network of Campo Grande (MS). The data analysis was grounded in studies on the integration of digital technologies into the curriculum; Technological Pedagogical Content Knowledge (TPACK); and the continuing education of teachers for the use of digital technologies. The analysis indicates that the in-service professional development initiative constituted a space for reflection on teaching practices, providing evidence of the construction of TPACK-related knowledge in Mathematics. This formative process enabled the participating teachers to experiment with new ways of teaching mathematical concepts as they engaged in an initial process of integrating technologies such as apps and software into the Mathematics curriculum for 6th- and 7th-grade classes. Tipo: Dissertação 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13345 Título: MATEMÁTICA E A DISTORÇÃO IDADE-ANO: UM ESTUDO SOBRE TRAJETÓRIAS ESCOLARES E CONTEXTOS SOCIAIS Abstract: This study aims to analyze the relationship between mathematics as a compulsory curricular component and age–grade distortion in basic education, based on the perceptions of students experiencing school delay. Grounded in the Anthropological Theory of the Didactic (ATD), proposed by Yves Chevallard, and in the theoretical contributions of Pierre Bourdieu and Max Weber, the research seeks to understand how social, institutional, and pedagogical factors shape students’ persistence and performance within the educational system. To this end, narratives of young people in age–grade distortion were examined, considering their school trajectories, the challenges they face, and the ways in which they perceive mathematics and the school. The methodological approach draws on Laurence Bardin’s (2011) content analysis, enabling the categorization of students’ accounts into thematic axes related to life trajectory, influences on schooling, challenges within the school environment, and perceptions of the educational institution. The results indicate that, although mathematics is frequently mentioned as a demanding curricular component, its direct influence on school dropout is not as significant as factors such as socioeconomic context, the need to work, and the lack of family support. Additionally, the study shows that public policies aimed at students in age–grade distortion play an important role in supporting school persistence, highlighting the need to maintain and expand initiatives that provide assistance to these students, ensuring completion of basic education. Finally, the findings suggest that mathematics—when accompanied by welcoming teaching practices that value students’ experiences—can contribute to continued s Tipo: Tese 2025-01-01T00:00:00Z