Da licenciatura à sala de aula: percursos, desafios e a formação da identidade docente em Matemática

Abstract

This Final Course Work (TCC) presents a research project that investigated the challengesfaced at the beginning of the careers of newly graduated Mathematics teachers and their influence on the construction of teacher identity. The study aimed to analyze the transition from initial training to professional practice, focusing on graduates of the Mathematics Bachelor's program at the Federal University of Paraíba (UFPB) from 2023.1 to 2024.2. The work adopted a qualitative approach, characterized as exploratory research and a case study. Data collection was carried out through a semi-structured questionnaire developed via Google Forms and sent by email to the graduates. The questionnaires of five graduates were considered for data analysis. The content analysis technique, according to the methodology of Bardin (2011), with the support of Minayo, Deslandes, and Gomes (2016), was used to analyze the responses. The results revealed that classroom experience is the main driver for the development of professional identity, as challenges such as indiscipline and classroom management acted as mediators for the consolidation of knowledge gained through practice. It was found that overcoming these obstacles, rather than simply applying theory, was guided by reflection and the pursuit of autonomy. The evidence demonstrated that the feeling of "actually being a teacher" emerged from experience and the perception of student engagement, not simply from the completion of the degree.