Resumen

BOLOGNANI, Marjorie Samira Ferreira  y  NACARATO, Adair Mendes. Professional identity for teachers of Mathematics in Elementary School. Rev. Educ. Questão [online]. 2016, vol.54, n.40, pp.75-100. ISSN 1981-1802.  https://doi.org/10.5935/1981-1802.20160004.

This text debates the relations among teaching work, formation, knowledge and the building of professional identity. The research has been carried out within ten teachers working in the first years of Elementary School, focusing on those who teach Mathematics. Data was produced through narrative interviews and a group of discussion. What teachers have reminded and brought up evidences how they interpret and attribute meaning to the processes of formation and the work developed. Such narratives, usually accompanied by the wake of self-awareness, seem to be determinant to the teachers' continuous formation, showing how much their narratives also constitute practices of self-formation.

Palabras clave : Teaching work; Teachers' professional identity; Life narratives.

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