Resumen

BARBOSA, Cirléia Pereira  y  LOPES, Celi Espasandin. A study on the professional identity of future Mathematics teachers in Supervised Curricular Internship. Ed. Mat. Deb. [online]. 2020, vol.4, n.10, e202035. ISSN 2526-6136.  https://doi.org/10.46551/emd.e202035.

This paper aims to analyze the evidence that constitutes the professional identity of future mathematics teachers when participating in a study group within the scope of the Supervised Curricular Internship. The qualitative research was carried out in 2019 at a public school in Formiga (MG), and included the participation of two students from a Mathematics Degree course and their Internship supervisors. The data discussed in this text were produced through written narratives of the interns, audio and video recordings of the meetings, evaluation and self-evaluation made by the undergraduate students. The formative experiences, experienced by the graduates in the internships and in the study group, contributed to the manifestation of aspects of the teacher identity, such as: emotion, self-knowledge, autonomy and political commitment. The results show the importance of formative contexts for the development of professional identity.

Palabras clave : Mathematics Education; Mathematics Teachers Education; Supervised Curricular Internship; Professional identity.

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