Identidade Docente: exeperiências marcantes na aprendizagem de matemática e suas influências no ensino dos anos iniciais em uma escola pública de Remígio- PB

Abstract

This research, whose theme is the construction of the professional identity of female pedagogy teachers based on their mathematical learning experiences, is situated within the context of early years teacher education. Our main objective is to investigate the relationship between the mathematical learning of female pedagogy teachers and their professional identity as mathematics teachers in the early years of elementary education. The specific objectives include mapping experiences with mathematics in basic education that marked their school trajectories; identifying perceptions and beliefs about the teaching and learning of mathematics; and analyzing the mathematical and pedagogical knowledge acquired during initial teacher education. The study is grounded in the sociological perspective of Claude Dubar (2005), who understands identity as a dynamic process that intertwines biographical trajectories and processes of socialization; Farias et al. (2011), who emphasize the importance of life stories and memories in teacher education; as well as contributions from authors such as Nacarato (2023), Castells (1999), and Cyrino (2017). The investigation adopts a qualitative approach and uses semi-structured interviews as its methodology, with participants being female pedagogy teachers from the public school system in the municipality of Remígio, Paraíba, Brazil. We use narrative analysis (Bastos and Biar, 2015) to understand how these teachers perceive their lifelong experiences with mathematics and how these experiences influence their pedagogical practices. The research culminates in an educational product in the form of a formative booklet. It is expected that the study will contribute to broadening the discussion on the training of teachers working in the early years and to the recognition of subjective experiences as constitutive elements of the professional identity of pedagogy teachers who teach mathematics.