NARRATIVES OF THE COLLECTIVE-SINGULAR TEACHER SELF:

REFLECTIONS ON THE PROCESS OF BEGINNING MATHEMATICS TEACHING

Abstract

In this research, we address the theme of teacher training, with an emphasis on the construction of the teacher's identity at the beginning of his/her career. The study focuses on the movement that encompasses the pedagogical practices that emerge from this process, seeking to understand how lived experiences influence pedagogical practice, with the following research problem: How is the collective-singular teacher-self constituted in the process of beginning to teach mathematics, driven by experience and the desire to innovate? Through the narratives of the author of this work, we seek to theorize the questions about the insecurities, challenges and innovations that arise in this initial period of teaching, especially in the context of teaching Mathematics and Sciences. The objectives of the study include: analyzing the experiences of a beginning teacher, reflecting on the pedagogical practices developed, and investigating the relationship between theoretical training and teaching practice. To develop the work, we adopted a qualitative approach as a methodology, focusing on narrative research. The analysis is done through writing narratives about one's own experience at school and in the coexistence with the subjects that constitute it. Through the study, it is possible to understand that the construction of teacher identity is a complex and multifaceted process, which involves emotions, social interactions, and the search for innovation. We identified that pedagogical practices, such as the development of a podcast by students, not only promote learning, but also strengthen the relationship between teacher and students, contributing to a more collaborative and engaged school environment.