Made available in DSpace on 2014-12-17T14:35:52Z (GMT). No. of bitstreams: 1 MariaJMDM.pdf: 1434423 bytes, checksum: 9d8a7a2095702ca752849fa946b2f0b2 (MD5) Previous issue date: 2008-06-17 / The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educa??o Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them / Esta tese tem como foco de estudo a forma??o do professor de Matem?tica no ensino superior. O objetivo geral ? descrever e analisar o processo de forma??o do professor de Matem?tica aluno da licenciatura em Matem?tica no Instituto de Educa??o Superior Presidente Kennedy IFESP , em Natal-RN. A pesquisa se insere na abordagem qualitativa de cunho etnogr?fico e ancora-se teoricamente nas narrativas (auto)biogr?ficas, na teoria das representa??es sociais e na educa??o matem?tica. Participaram da investiga??o 12 alunos, o que corresponde a 25% do total de graduandos. O corpus usado na an?lise compreende 48 ensaios (auto)biogr?ficos, 12 (auto)biografias (memoriais de forma??o), 12 fichas de contextualiza??o, al?m do di?rio da pesquisadora. As fontes foram recolhidas ao longo da forma??o superior dos informantes (novembro 2003 a dezembro 2006). A an?lise revelou que as reminisc?ncias da trajet?ria estudantil dos doze participantes influenciaram sua forma??o profissional, pois as imagens que eles tinham do que era ser professor de Matem?tica estavam intrinsecamente relacionadas ao modelo de mestres que eles tiveram. Essas representa??es foram sendo (des)constru?das em rede, ? medida que eles ressignificavam a imagem que tinham da profiss?o para, em seguida, mudarem as representa??es da Matem?tica e do ensino dessa disciplina. O estudo tamb?m evidenciou que o in?cio da carreira docente dos colaboradores da pesquisa foi marcado por pr?ticas mec?nicas, influenciadas pelo modelo de professor que eles vivenciaram. Na voz dos atores, a (trans)forma??o de si mesmos e de suas pr?ticas docentes aconteceu radativamente, ? medida que eles ampliavam seus conhecimentos na licenciatura em Matem?tica e refletiam sobre a maneira como aprenderam matem?tica. A escrita de suas (auto)biografias favoreceu a constru??o de novos saberes, propiciou o autoconhecimento, a autoforma??o e contribuiu para a constru??o de um novo modo de ver e viver a profiss?o. Assim, tornar-se professor de Matem?tica, no caso dos atores desta investiga??o, se fez na interface dos contextos familiar, escolar, profissional e, na forma??o superior no IFESP, pela escrita reflexiva sobre a trajet?ria de forma??o, as viv?ncias e a rela??o com o outro