A intencionalidade na ação do professor de Matemática: discussões éticas da profissão docente

Abstract

This research questions how, in the absence of a code of ethics for the teaching profession, Mathematics teachers proceed to act ethically. It had as general objective, understand how the Mathematics teacher proceeds to act ethically, unfolding in the following specific objectives: to analyze the relations that the teacher establishes with Mathematics and its teaching; to investigate how the teacher deals with the various demands of the classroom; to analyze the way in which the teacher reacts to the circumstances of your work in relation to other subjects of the school, curriculum and working conditions; to question whether the Mathematic teacher fully accepts the principle of autonomy in his actions. This research was supported by authors who discuss ethics and professional ethics teaching; teaching professionalization; Mathematics and mathematics teaching. The theoretical reference looked for subsidies to discuss that the ethical practice of the profession runs through the relationship of the Mathematics teacher with the following circumstances of his work: students, parents, management and other members of the school community, curriculum, vocational training , educational action autonomy, the development of Mathematics learning by learners, among others that involve professionality and teaching professionalization. Through a qualitative approach, semi-structured interviews were performed and field observation was carried out in a logbook record. Four teachers of Basic Education of the public network of Uberaba-MG were interviewed. The observation was carried out monitoring all classes of one of these teachers, for a period of one week. Data analysis was performed through prose analysis. The results show that teachers use a tacit, implicit, constructed ethics, as well as other knowledge, during a teacher identity formation. In this process, conceptions of Mathematics and its teaching, as well as of school, are internalised , which influence directly on the educational practice and in your ethical-professional conduct.