Some Movements to Became a Mathematics Teacher: a look from training memorials

Abstract

This work aims to analyze training memorials written by graduates in Mathematics to reflect how they perceive their constitution as teachers. The memorials were produced in a Mathematics Degree course at a university unit in the interior of the state of Goiás, in 2018. Fifteen undergraduate students were invited to reflect, individually, through writing, on the paths taken until the option for teaching. After reading the memorials, five were selected and analyzed for the production of this text. In the analysis of the material, a qualitative research methodology is adopted, using Content Analysis as an interpretative instrument of information. The reading and re-reading of the material were organized into three categories, as well as reflected in the light of the literature on the professional development of mathematics teachers. Thematic units emerged from the analysis: (i) teachers as positive influences; (ii) conscious choice for the Mathematics course; and, (iii) expanding horizons of being a teacher. Bringing to memory elements considered to constitute personal training is an important reflective process to be stimulated during the professional development of the teacher and contributes to thinking about the action of learning and making parallels about the act of teaching, favoring the construction of subjectivity more autonomous professional, focused on the production of knowledge about the teaching and learning process.