Professional Identity of educators who teach mathematics: looking for evidence in National Curriculum Guidelines

2025-04-01T19:27:44-03:00

This article stems from a multi-paper research work within a professional master’s degree program, guided by the following question: What are the possible spaces for discussions about professional identity in the National Curriculum Guidelines regarding initial and continuing teacher education? From the perspective of Carlo Ginzburg’s evidential paradigm, this paper discusses how elements linked to the characterization of the professional identity of teachers who teach mathematics (TTMs) are presented in the National Curriculum Guidelines for the Education of Basic School Teachers (2006, 2015, 2019a, 2029b and 2020). Our work aimed to find problematizations about (i) the knowledge and expectations of prospective TTMs regarding the profession, (ii) vulnerability and sense of action, and (iii) political commitment. Among the results, we identified processes that aim to attribute other meanings to terms from the field of teacher education and the silencing of discussions on political commitment and the valuing of teaching work.

A study on the perceptions of Timorese graduates about the repercussions of Pibid for the initial of teachers mathematics education

2025-04-02T19:57:29-03:00

This article seeks to investigate East Timor graduates’ perception of Pibid, considering the repercussions of this program for the formative process of Timorese mathematics teachers who held scholarships granted by Pibid Exatas – Unilab/Redenção. The research is theoretically based on the concept of apprenticeship of teaching, focusing on teaching initiation as an essential part of this process, acknowledging Pibid as a public policy of the Federal Government aimed at teachers’ initial education. Based on the exploratory and investigative study of participants’ perceptions of the actions developed in the program, questionnaires were used as a data collection instrument analyzed through qualitative and interpretative approaches. The study presents a survey that resulted in two categories of analysis: (i) Challenges faced and contributions of Pibid to initial education and (ii) Pibid and the development of political commitment. In general terms, the repercussions evidenced by participation in Pibid were: a) it offered the East Timorese students the opportunity to get to know the Brazilian school reality up close; b) it favored the development of teaching practice; c) it contributed to the processes of professional insertion and induction, experienced concomitantly with initial education; d) it allowed understanding and reflection on the possible professional challenges faced by teachers in East Timor; e) it enabled the development of the four basic linguistic skills; f) it mobilized the sense of professional agency; and g) it developed political commitment.

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Professional Identity of educators who teach mathematics: looking for evidence in National Curriculum Guidelines

A study on the perceptions of Timorese graduates about the repercussions of Pibid for the initial of teachers mathematics education