Eu tenho de manter a minha fama de mau: um estudo sobre os professores de matemática

Abstract

The present thesis aims to investigate the processes of identity construction of mathematics teachers and the factors that shape and influence their teaching practice. It seeks to explore the reputation of being “strict” often associated with these professionals through an analysis based on their training process and the implementation of pedagogical practices. The goal is to understand how mathematics teachers perform in teaching the subject and how students and teachers from other fields perceive the adoption of a rigid and uncompromising stance, rooted in a cycle that begins during academic training and becomes normalized in teaching practice. The central hypothesis suggests that mathematics teachers are often perceived as "rigid," "authoritarian," and "inflexible," reflecting a practice focused on objectivity and the strict adherence to plans, frequently overlooking subjectivities and challenges. This approach can exacerbate inequalities and demotivation among students. Through a qualitative methodology, using focus groups, interviews were conducted with both current and future mathematics teachers, as well as with educators from other school subjects. The aim was to create a comparative profile of these professionals and analyze how they address the challenges of the profession, stereotypes, and their relationships with students. Finally, the research highlights the need for investments in teacher training and the development of inclusive, flexible, and humanized pedagogies. It emphasizes the importance of fostering an educational environment that values diversity, dialogue, acceptance, and empathy.