Resumo

PAULA, Enio Freire de  e  CYRINO, Márcia Cristina de Costa Trindade. Aspects to be considered in studies on the movement of constitution of Professional Identity in educators who teach mathematics. Educação. Santa Maria [online]. 2020, vol.45, e34406.  Epub 11-Jul-2023. ISSN 1984-6444.  https://doi.org/10.5902/198464434406.

This article seeks to discuss some aspects to be considered during the movement of constitution of Professional Identity (PI) in educators who teach Mathematics. To do so, we analyzed and discussed some aspects linked (i) to the processes of constitution of PI in educators who teach Mathematics, (ii) to investigative contexts and (iii) to the epistemological perspectives of PI in educators who teach Mathematics, identified in studies on PI during the construction/analysis of two corpora. The time frame approached in this study is 2006-2016. Results show that complexity, dynamics, temporality and experience are important aspects that should be taken into consideration in studies that investigate the processes of constitution of PI in educators who teach Mathematics. The investigative context involved educators who teach Mathematics in Basic Education levels, future teachers and university professors in group environments to foster integration among participants and to value their professional practices. When it comes to epistemological perspectives, it is vital to recognize that a researcher's choices influence the whole process of analysis. In this sense, discussing PI in studies through a formative perspective may foster the appreciation of (future) educators who teach mathematics’ professional practice and evidence moments of tension/fragility that intensify the processes of formation, which are necessary to the movement of constitution of PI.

Palavras-chave : Professional identity of Teacher who teaches Mathematics; Teacher Education; Mathematics Education.

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