Representações sociais do ser professor dos estudantes do Curso de Licenciatura em Matemática

Abstract

The presente research studied the Social Representations that the students of a degree course in mathematics are builds about being a teacher and integrates the research line “Fundamentals and Educational Practices” of the Graduate Program in Education at the Universidade Federal do Triângulo Mineiro (UFTM), the Research Network on the Teaching Profession (REPROD) and the project Higher Education and Basic School in Collaborative network: teacher training on the agenda”, funded by the Minas Gerais Research Foundation (FAPEMIG). The main objective is to understand the representation that students of the degree course in mathematics are building about being a teacher. For this we tried to understand the trajetory that the degree courses traced in Brazil and the degree in mathematics of the Universidade Federal do Triângulo Mineiro. The Theory of Social Representations was used as a theoretical-methodological contribution and the Central Core Theory proposed by Jean- Claude Abric was used as a guide in the construction and analysis of the data builded. The data was build throught two instruments, an online questionnaire made in google forms, a Free World Association Technique and a focus group with students of the mathematics degree course. The Degree course in mathematics has 133 students registered 2021/1, 30 accepted participate of the research. Data were analyzed using Moscovici’s Theory of Social Representations and Bardin’s Content Analysis. The main goal of this research was to understand the representation that students are building about “Being a Teacher” During the analyses, it was possible to notice that the Representation of the students about “Being a Teacher” consist at the same time in the idea of a teacher by vocation and a teacher as a professional.