Memória, prática pedagógica e identidade: uma análise bibliográfica da formação de professores que ensinam Matemática

Abstract

This study examines the relationship between memory, pedagogical practice, and identity, especially in the context of training teachers who teach mathematics in the early years of schooling. It aims to analyze how individual and collective memories, constructed in childhood, school trajectory, and professional training, influence the constitution of pedagogical practice and the teaching identity of teachers who teach mathematics in the early years of schooling. Methodologically, this is a qualitative, bibliographical, and analytical research. The results indicate that memory, when problematized in formative processes, is configured as a relevant dimension in the constitution of professional identity and favors the construction of more reflective, empathetic, and committed pedagogical practices towards inclusive mathematics education in the early years of schooling. It concludes that the critical incorporation of individual and collective memories in formative processes broadens the understanding of pedagogical practice and strengthens the construction of a more conscious, collaborative, and committed teaching practice in mathematics.