Narrativas de vida e a constituição da identidade profissional de professores de matemática em um grupo colaborativo

Abstract

This report presents doctoral research entitled Life narratives and the constitution of teachers' professional identity in a collaborative group, which is centered on the Narrative Research proposed by D. Jean Clandinin and Michael F. Connelly. It was relevant for this work to discuss: the professional identity of teachers, considered as a space of struggles and conflicts; working with Mathematical Investigation in the classroom, through the study of a teaching project; and a collaborative research group in the area of Mathematics Education, called Abakós, which studies, listens, dialogues and contributes with teachers and teachers in training, in addition to disseminating the scientific production of its participants. The research puzzle was to understand how Mathematical Investigation in the classroom and inclusion in a collaborative research group can constitute the identity of teacher researchers and trainers. The research field was the Center for Teaching and Research Applied to Education at the Federal University of Goiás/CEPAE/UFG, Goiânia-GO, Samambaia campus. The research subjects were three effective teachers from this teaching center, who work collaboratively with Mathematical Investigation in the Basic Education classroom, as proposed by João Pedro da Ponte. The teachers were interviewed by the research author using techniques developed by Fritz Schütze, called Narrative Interviews. In addition to the interviews carried out with the three teachers, the researcher's (auto)biography was constructed, as proposed by Maria da Conceição Passeggi. From field and research texts, involving interviews and (auto)biography, a narrative was created intersecting and intertwining the stories that were told. The interviews were analyzed using “integrated units of meaning”, as proposed by Antonio Bolívar and Franco Ferrarotti, which allows the generation of narrative data. Regarding the research results, it was concluded that, when working collaboratively with Mathematical Research, the teachers participating in the research experienced part of the modification of their professional identity, which was displaced due to the new possibilities of thinking about their classes. Furthermore, the entire collaborative process experienced by Abakós participants contributed to the (trans)formation of its members, who could no longer be the teachers of the past, seeking new ways of being and feeling present in their teaching work.