Identidade profissional do professor de Matemática: a música na sala de aula e no processo de constituição identitária

Abstract

This research presents a study on the formation of the professional identity of the elementary school math teacher, focused on his practices developed with music in the classroom. With a qualitative character, it seeks to answer the following question: How has music been / is present in the formation of the professional identity of mathematics teachers who use it in class? It aimed to understand the influence of music on the process of constitution of the professional identity of the mathematics teacher who uses it in class, in order to identify their practices. The theoretical framework approached the constitution of the teaching professional identity and also discussed aspects about the formation of mathematics teachers, music in the school context and its relations with mathematics. Cartography was used as a method seeking to describe the processes of identity constitution and the practices of teachers. For this purpose, nine interviews were conducted, in addition to document analysis and field diary. It was identified that in the teachers' primary socialization music was present in moments of meeting with family, friends, church, childhood games, carnival and youth dances. In secondary socialization teachers use music for relaxation, listening to radios, concerts and meditation. The recorded reports showed that in math classes, among the practices developed by the teachers we have: use of music in the environment while performing activities; parody production by students for content review; use of parodies ready for memorization of contents. Thus, it was found that teachers make use of music in the classroom as they use it in secondary socialization. It was argued that in addition to the ways in which music is used in class, an alternative is to work its relations with mathematics for teaching, and for this it was concluded that to teach the relationships between them is necessary the previous study of music theory basics, as shown in this dissertation and other researched works.