Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:32:01Z No. of bitstreams: 1 TES_MERCEDES_MATTE_DA_SILVA_COMPLETO.pdf: 1592239 bytes, checksum: dfa1322547b36a648005808c0d545a79 (MD5) / Made available in DSpace on 2017-06-30T18:32:01Z (GMT). No. of bitstreams: 1 TES_MERCEDES_MATTE_DA_SILVA_COMPLETO.pdf: 1592239 bytes, checksum: dfa1322547b36a648005808c0d545a79 (MD5) Previous issue date: 2017-03-28 / This research?s objective is to present and analyze the narratives of Math professors in the State of Rio Grande do Sul, which in its whole allow us to understand their thought and pedagogical practice. In their narratives, the professors organized and redid their personal and professional paths under the stimulus of their projects of identity and their relation with technologies. To have the understanding regarding the formation of a Math professor, the starting point was to clarify not only the way the first Math professors of Brazil got their academic formation in the moment they created the universities; but also, point out the origin of this model of professor in this subject. With time, modifications occur with the creation of technologies and its insertion in Math classes. Following a perspective of qualitative research, the methodological proposition ?Hist?ria Oral de Vida? (Oral History of Life), we used interviews with 12 Math professors who have experience teaching undergraduate courses in Math. The narratives allowed visibility in the Math academic field in the period of three generations of professors and the comprehension of technological advancement to learn, teach and think Math. / Esta pesquisa tem por objetivo apresentar e analisar as narrativas de professores de Matem?tica do Estado do Rio Grande do Sul, que no conjunto permitiram compreender o seu pensamento e a sua pr?tica pedag?gica. Nas narrativas os professores organizaram e refizeram seus caminhos pessoais e profissionais sob o est?mulo de seus projetos de identidade e de suas rela??es com as tecnologias. Para se ter o entendimento a respeito da forma??o de um professor de Matem?tica, o ponto de partida foi esclarecer n?o somente a maneira como se formaram os primeiros professores de Matem?tica do Brasil no momento da cria??o das universidades, mas tamb?m apontar o surgimento do modelo de professor dessa disciplina. Com o avan?ar do tempo, modifica??es ocorrem com o aparecimento de tecnologias e sua inser??o nas aulas de Matem?tica. Seguindo uma perspectiva de pesquisa qualitativa, a proposta metodol?gica Hist?ria Oral de Vida, utilizamos a entrevista com 12 professores de Matem?tica, os quais t?m experi?ncia nos cursos de licenciatura de Matem?tica como formadores de professores. As narrativas proporcionaram a visibilidade do ensino de Matem?tica no per?odo percorrido por tr?s gera??es de professores e a compreens?o dos avan?os das tecnologias para aprender, ensinar e pensar a Matem?tica.