"A posture I would adopt"; "... made me think what kind of teacher I want to be..."; "... I want to make a difference in the lives of my students...": the impact of a course on the formation of the teaching identity of the future Mathematics teacher.

Abstract

This article seeks to understand how the textualization of a semi-structured interview with a mathematics teacher and the writing of a memorial, carried out in the context of a discipline in the first period of a Mathematics degree course, influence the process of constructing teachers' teaching identity in initial training. The theoretical foundation of this study is based on (Deschamps; Moliner,  2009) and (Takahashi; Lorencini Júnior, 2019) who deal with the constitution of professional identity from the perspective of social psychology. The research methodology consisted of qualitative documentary analysis of two works carried out in the discipline (the textualization of the interview and the elaboration of a memorial) by three Mathematics graduates. The results indicate that both the writing of the memorial and the textualization of the interview developed in the discipline generate representations of teaching and promote the recognition of belonging to the social group of teachers. In addition to providing undergraduate students with direct contact with reflections related to teaching, which enabled integration into the group of teachers and distinction in relation to the group of students.