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.