O métier do professor de matemática: articulações entre saberes, práticas e formação na docência com diferentes públicos

Abstract

This undergraduate thesis aims to understand the professional cultures of Mathematics teachers working in Elementary and High School education, analyzing how such cultures relate to the distinction between profession and métier. The research is based on the recognition that teaching is a complex activity, historically situated and shaped by knowledge, values, and practices developed through everyday experience. In this sense, the study examines how teachers mobilize professional knowledge, adjust pedagogical practices, and interpret the curriculum within different contexts of Basic Education. This theoretical investigation draws on authors such as Dubar and Tripier, Tardif and Lessard, Hypolito, Tourmen, Nóvoa, and Alves, articulating their contributions with the normative guidelines of the Brazilian LDB/1996 and BNCC/2017. The analysis shows that the teaching profession, as a normative and institutional structure, establishes the prescribed work; however, it is within the métier — the set of practical knowledge, judgments, and shared ways of acting — that real work takes shape. The findings indicate that Mathematics teachers’ professional cultures vary significantly between school levels: in Elementary School, practices emphasize conceptual initiation, individualized support, and sensitive mediation; in High School, practices are shaped by preparation for exams, contextualized approaches, and the challenge of addressing social inequalities and heterogeneous learning trajectories. It is concluded that understanding the métier is essential to recognize the complexity of Mathematics as a school subject and to value teaching as an intellectual, ethical, and socially indispensable activity. This study therefore contributes to discussions on teacher education, professional culture, and the recognition of Mathematics teachers’ work