Emoções e identidade profissional de professores que ensinam matemática: um levantamento bibliográfico

Emotions and professional identity of teachers who teach mathematics: A bibliographic survey

Autores

Palavras-chave:

emoções, identidade profissional, professor que ensina matemática

Resumo

Este artigo tem como objetivo compreender a inclusão das emoções em investigações sobre a identidade profissional (IP) de professores que ensinam matemática (PEM). Foi realizado um levantamento bibliográfico em periódicos nacionais e internacionais eleitos como representativos da Educação Matemática, sendo obtidos dez trabalhos. A leitura na íntegra dos artigos permitiu agrupar os que abordam emoções como aspecto central e como aspecto periférico. Naqueles em que as emoções são centrais, foram analisadas: ações formativas que permitiram a identificação e a regulação de emoções, ou emoções específicas associadas ao exercício da docência. Já naqueles em que elas são periféricas, a abordagem se deu a partir de aspectos formativos, noticing, autoeficácia docente e eventos críticos. As pesquisas assumem a natureza emocional do ensino e a influência mútua existente entre emoções e IP.

Palavras-chave: Emoções; Identidade profissional; Professor que ensina matemática.

 

Abstract
The aim of this article is to understand the inclusion of emotions in investigations into the professional identity (PI) of teachers who teach mathematics (TTM). A bibliographical survey was carried out in national and international journals chosen as representative of mathematics education, from which we obtained ten works. Reading the articles in full allowed us to group those that address emotions as a central and a peripheral aspect. In those where emotions are central, the following were analyzed: formative actions that allowed the identification and regulation of emotions or specific emotions associated with teaching. In those where they are peripheral, the approach was based on formative aspects, noticing, teaching self-efficacy, and critical events. Research assumes the emotional nature of teaching and the mutual influence between emotions and PI.

Keywords: Emotions; Professional identity; Teachers who teach mathematics.

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Biografia do Autor

André Lima Rodrigues, Instituto Federal de Santa Catarina

Doutorando em Ensino de Ciências e Educação Matemática pelo Programa de Pós-graduação em Ensino de Ciências e Educação Matemática da Universidade Estadual de Londrina – PECEM UEL. Mestre em Ensino de Ciências e Educação Matemática pelo PECEM - UEL. Docente de matemática no Instituto Federal de Santa Catarina (IFSC) – Campus Gaspar. Email: andre.lima@ifsc.edu.br. ORCID: https://orcid.org/0000-0001-8952-342X

 

Márcia Cristina de Costa Trindade Cyrino, Universidade Estadual de Londrina

Doutora em Educação pela Universidade de São Paulo (USP). Docente Titular do Departamento de Matemática e do Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática da Universidade Estadual de Londrina - UEL. E-mail: marciacyrino@uel.br. ORCID: https://orcid.org/0000-0003-4276-8395.

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Publicado

10/06/2024
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LIMA RODRIGUES, A.; CRISTINA DE COSTA TRINDADE CYRINO, M. Emoções e identidade profissional de professores que ensinam matemática: um levantamento bibliográfico : Emotions and professional identity of teachers who teach mathematics: A bibliographic survey. Revista Cocar, [S. l.], v. 20, n. 38, 2024. Disponível em: https://periodicos.uepa.br/index.php/cocar/article/view/8533. Acesso em: 13 jul. 2024.