A constituição do professor pesquisador dentro do laboratório de ensino de matemática: um olhar sobre nossa própria prática

Abstract

This end of course paper aims to analyze the professional development of a Mathematics teacher and reflections of this teacher on teaching practice within Initial Training, in the establishment of the identity of this teacher as a research teacher, taking place at the Mathematics Teaching Laboratory – LEM. It was conducted a brief studied on the professional training of Mathematics teachers, on the research teacher who reflects about their own teaching practice as well as on the Mathematics Teaching Laboratory – LEM. Since we wished to analyze how the MTL contributes to the formation of research teacher at the Initial Training, we analyzed the memorial of a degree in Mathematics undergraduate student from campus IV/UFPB. The memorial reports the academic experiences into the Laboratory of Study and Research in Mathematics Teaching – LEPEM and the undergraduate student teaching practice. The results indicate the importance of reflection on the own practice. We emphasize that the activities developed in the LEM, such as research, readings, discussions, planning, short-term course preparation, and scientific publications has contributed to the formation of the research teacher. The undergraduate student combined activities developed at the LEM with the teaching practice that, although it started before the end of the undergraduate course, it becomes important, since this teacher, since the beginning comprehend that being a teacher is a job that requires commitment.