Resumo

OLIVEIRA, Julio Cezar Rodrigues de  e  CYRINO, Márcia Cristina de Costa Trindade. PROFESSIONAL TRAJECTORY OF EXPERIENCED MATHEMATICS TEACHERS IN THE SEARCH FOR TEACHING PROFESSIONALIZATION. Práx. Educ. [online]. 2023, vol.19, n.50, e11645.  Epub 17-Maio-2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v19i50.11645.

The objective of this article is to discuss actions in the professional trajectory of experienced mathematics teachers that marked their Professional Identity (IP) in the search for teaching professionalization. This research is characterized as qualitative and interpretative. The four investigated teachers work/have worked for more than ten years in basic education or in pre-service and in-service teacher education. The actions of the professional trajectory of the investigated teachers that marked their IP in the search for teaching professionalization are associated with: understanding of mathematical contents and how to teach them; defense and foundation of their beliefs/conceptions regarding the teacher's practice; organization of teaching work to develop a class from the perspective of Exploratory Teaching. Studying actions of the trajectory of experienced teachers in educational contexts can represent an alternative for (future) teachers to be provoked to (re)think their professional learning processes in the search for their professionalization.

Palavras-chave : mathematics education; teacher education; professional identity; teacher professionalization.

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