Perspectivas para a constituição da profissionalidade docente em matemática

Abstract

This qualitative and documentary research is based on bibliographic reference and legal documents, seeking to answer the following question: What are the perspectives for the constitution of teaching professionalism in mathematics from documents that guide education in Brazil? For this purpose, we initially conducted a literature review on career and teaching professionalism in mathematics and, subsequently, the analysis of legal documents. According to the documents analyzed, the converging points concern the emphasis given to training and professional validation, however they diverge in the distance and applicability of the same. Due to the influential nature of the documents, the voices of the State echo more than the voices of all those involved in the process, which leads us to infer that the text alone does not change the direction of Brazilian education, however the careful evaluation of each one can bring improvements to the process. Therefore, it is not enough to know the documents, but to understand the content. In practice, it is necessary to promote targeted public policies, specifically, for the mathematics teacher, envisioning the constitution of professionalism, considering conceptions, beliefs and practices acquired, in addition to the development of an identity based on autonomy, reflexivity and relationships with peers.