Desenvolvimento profissional do professor de Matemática em início de carreira no Brasil

Abstract

This study intends to understand how a teacher of Mathematics evolves as a professional during the first three years of teaching. A data collection was conducted in two stages. The first, more exploratory, consisted of collecting information, by means of a questionnaire, on how teachers of Mathematics, recently graduated from Unicamp, faced the challenges of their initial phase of teaching. On a second stage, a case study was developed on the only math-teacher of the group that was still teaching in a public school.

The analysis of the case was developed starting from three axes: path of personal and academic-professional developments; mobilization and (re)meaning of professional knowledge in school practice; challenges faced in the Brazilian public school system.

The results, on the one hand, confirmed those obtained in other countries about the “reality shock” and the challenges and dilemmas lived in that phase, on the other hand, they show the difficulty faced by a math-teacher, even with good professional education, to survive with dignity and productive work in a Brazilian public school. This study, however, presents evidences that the collaboration between teachers and teacher-educators, in that phase, represents an essential factor to the professional development of math-teacher.