La docencia en las reflexionas de alumnos de la licenciatura en matemática (Mossoró/RN-Brasil)

Abstract

This article has its origins in a research entitled “(Auto)biographical narratives in teacher training: an experience in mathematics course”, which was developed in the period from 2012 to 2013 in Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (Federal Institute of Education, Science and Technology of Rio Grande do Norte), Campus Mossoró, Brazil. In view of the high evasion in mathematics course, we seek, through written and oral narratives, to understand how the students of this course perceived themselves and the profession for which they were in training. We also concerned to know about their choice for mathematics course and their projections as for the professional future. Written reports were followed by discussions about the narratives they wrote. In these moments of reflection, students reported situations of joys, disappointments, frustrations, dropouts. Their texts and oral speeches denote coercions they suffered, prejudice to teaching, uncertainties regarding the professional choice and discomfort with teaching before they practiced the profession. Most students showed little affinity with the course, although some clearly express a liking for mathematics and interest in following the teaching.