<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100785</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248246037por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Modos de conceituar e investigar a identidade profissional docente nas revisões de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Methods for conceptualizing and investigating teachers&#8217; professional identity in literature reviews]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Losano]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[Dario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Caraguatatuba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Sorocaba  ]]></institution>
<addr-line><![CDATA[Sorocaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100785&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diversos estudos que revisaram a literatura nacional e internacional sobre identidade de estudantes e professores foram realizados nos últimos cinco anos para analisar como pesquisadores do campo da educação matemática têm usado este conceito. Neste artigo, realizou-se uma revisão sistemática do tipo metassíntese das cinco principais revisões de literatura sobre este tema publicadas nas duas últimas décadas, dentro e fora do Brasil. Seu objetivo é compreender e discutir múltiplas perspectivas e conceitualizações da identidade profissional docente e suas implicações para a pesquisa desta área de investigação. O processo de revisão de revisões sistemáticas deu-se mediante fichamento e síntese interpretativa de cada estudo para, ao final, discutir e elaborar uma síntese integrativa das sínteses interpretativas produzidas. Os resultados evidenciam que conceitualizações de identidade se desenvolveram em um movimento pendular que oscila entre as dimensões do sujeito e do contexto social e caminham em direção à inter-relação entre elas. Foram apontados problemas teórico-metodológicos em pesquisas da área que ainda constituem um desafio à construção de conceitualizações mais operacionais. Entende-se que conceituar identidade de forma consistente e operacional quanto às perspectivas assumidas e às metodologias de análise desenvolvidas é um caminho em construção e um desafio a ser enfrentado pelo campo de estudo da identidade profissional. O estudo dos múltiplos modos de conceituar e investigar a identidade, além de problematizar uma questão epistemológica importante, fornece lentes ou ferramentas teóricas úteis para analisar e compreender a complexidade de quem é e como se constitui o professor que atua nas escolas, sobretudo o de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Several studies that reviewed the national and international literature on the identity of students and teachers have been conducted over the last five years to analyze how researchers in the field of mathematics education have used such a concept. This article has made a systematic meta-synthesis review of the five most relevant literature reviews on this topic published in the last two decades inside and outside Brazil. Its objective is to understand and discuss multiple perspectives and conceptualizations of teachers&#8217; professional identity, along with its implications for research in this area of investigation. The reviewing process of systematic reviews occurred by recording and interpreting each study to eventually discuss and elaborate an integrative synthesis of the final interpretative syntheses. The results reveal that identity conceptualizations have developed in a pendulum movement that oscillates between the dimensions of the subject and its social context, moving towards an interrelation. Research on the area identified theoretical-methodological problems, which still represent a challenge to formulate more operational conceptualizations. Furthermore, in terms of assumed perspectives and the methodologies of developing analysis, defining the concept of identity consistently and operationally is a path under construction and a challenge to be faced by the professional identity field of study. The study of multiple ways of conceptualizing and investigating identity, besides problematizing an important epistemological issue, provides relevant theoretical lenses or tools to analyze and understand the complexity of who and how teachers that work at schools are, particularly in the field of mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade]]></kwd>
<kwd lng="pt"><![CDATA[Revisão de literatura]]></kwd>
<kwd lng="pt"><![CDATA[Professor de matemática]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[Literature review]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teacher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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