Pedagogical Political Project and the formation of Mathematics teachers

ideological projections for a teaching identity

Authors

DOI:

https://doi.org/10.35699/2237-5864.2019.2591

Keywords:

Political Pedagogical Project, Teaching identity, Math course

Abstract

The article discusses the teacher identity idealized in the formation of Math teachers. For that, we have as a general aim: understand the ideological thought contained in the Pedagogical Political Project (PPP) of the Math Teaching degree from the Federal University of Pernambuco in reference of the teacher identity. In the theoretical sections, it’s discussed the teacher identity concept and the senses and meanings of the PPP. In the methodology we pointed the kind and approach of the study and the analysis technique used, namely content analysis. The discussion about the teacher identity, is accomplished on the light of the PPP from the Math Teaching degree course (UFPE, 2017), therefore, from the content extracted from it. In the considerations, we close the article weaving some understandings about the subject-matter.

Author Biographies

  • Joais Martins Silva, Universidade Federal de Pernambuco (UFPE), Caruaru, PE, Brasil.

    Mestre em Educação em Ciências e Matemática e pedagogo pela Universidade Federal de Pernambuco/Centro Acadêmico do Agreste (UFPE/CAA) e integrante do Laboratório de Pesquisa em Políticas Públicas, Currículo e Docência (LAPPUC/CNPq). É professor do quadro efetivo no município de Toritama – PE, onde leciona em anos iniciais de ensino.

  • Tânia Maria Goretti Donato Bazante, Universidade Federal de Pernambuco (UFPE), Caruaru, PE, Brasil.

    Doutora em Educação pela Universidade Federal da Paraíba (UFPB). Mestra em Educação e pedagoga pela Universidade Federal de Pernambuco (UFPE). É professora adjunta da UFPE no Centro Acadêmico do Agreste/Núcleo de Formação Docente e do Programa de Pós-Graduação em Educação em Ciências e Matemática (PPGECM) e integrante do Laboratório de Pesquisa em Políticas Públicas, Currículo e Docência (LAPPUC/CNPq).

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Published

2019-07-03

Issue

Vol. 9 (2019)

Section

Article

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How to Cite

Pedagogical Political Project and the formation of Mathematics teachers: ideological projections for a teaching identity. Revista Docência do Ensino Superior, Belo Horizonte, v. 9, p. 1–13, 2019. DOI: 10.35699/2237-5864.2019.2591. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2591. Acesso em: 22 dec. 2024.