Banca de DEFESA: DAIANA ESTRELA FERREIRA BARBOSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DAIANA ESTRELA FERREIRA BARBOSA
DATE: 30/04/2025
TIME: 09:00
LOCAL: Google Meet
TITLE:

THE TEACHING CAREER AND THE PROCESS OF CONSTITUTING THE PROFESSIONALITY OF THE MATHEMATICS TEACHER

KEY WORDS:

Mathematics Education, Teacher training, Career stages teacher, Professionality.

PAGES: 212
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

This research aims to outline a categorization of career stages, taking into account the process of establishing the professional status of a Mathematics teacher. In research on the teaching career, the establishment of professional status has emerged as a new perspective for approaching the profession, emerging from a process of social construction. Thus, professional status places teachers as social actors who move, construct activities, and are in constant action, connecting their lives to the profession. From this perspective, we seek to answer how the establishment of the professional status of a Mathematics teacher occurs during the career stages. In this sense, based on the analyses developed specifically on the Beginning of the Career stage and the Consolidation stage (Barbosa, 2018; 2021), we expanded the studies directed to the other stages, using Huberman's Theory of the Professional Life Cycle of Teachers (2000) as a basis. The text presents a systematic review of the literature on the stages of a Mathematics teacher's career, which allowed for a more detailed look at the object of study researched, and the theoretical considerations on the themes of teaching career and professionalism, dialoguing with national and international authors who share the same research interest. Next, we present the outline of the proposal, emphasizing the approach to be used and the participation of Mathematics teachers from the State of Paraíba who were selected from a sample of different profiles through a questionnaire and, later, organized into stages according to the time of teaching experience for semi-structured interviews. The data were analyzed through Content Analysis of the categorical type by themes, using Bardin's study (2011) as a reference. The categories listed were: Choice and Professional Training, Teaching Career in High School, and Teaching Professionalism in Mathematics. 

These categories generated subcategories that are organized to meet the specific objectives of the study: to describe perceptions, opinions and feelings acquired during the teaching career; to highlight how the teaching career is constituted in light of the challenges and possibilities posed to the Mathematics teacher; and to analyze the conceptions that the Mathematics teacher has about his/her professionalism during his/her teaching career. In general, the analysis of the Mathematics teacher's career allowed us to verify similarities present in the proposed stages and to note changes over the years, mainly related to the increase in work overload, responsibilities and demands focused on assessment results. A movement of adaptation and remodeling is noticeable considering the current context of reforms that has provoked debates and restructuring in the guidelines that guide the final stage of Basic Education. In addition, it made it possible to identify the stages that characterize the teaching career of the group investigated, namely: Initiation, Consolidation, Equilibration and Finalization, organized as a teaching categorical path. Finally, by carrying out the research, we hope to increase discussions in the academic environment and, consequently, reflections on the professional development of teachers throughout their careers, serving as a basis for the implementation of initiatives to support and value teaching.

COMMITTEE MEMBERS:
Presidente - MONICA LOPES FOLENA ARAUJO
Interno - ***.526.834-** - BRUNO SEVERO GOMES - UFPE
Interna - ELISANGELA BASTOS DE MELO ESPINDOLA
Externo à Instituição - LUÍS HAVELANGE SOARES - IFPB
Externo à Instituição - PEDRO LUCIO BARBOZA - UEPB