Pesquisas de/sobre professoras/es de matemática na Rede Estadual de Educação de Minas Gerais: inferências sobre a condição docente

Abstract

This research is part of a meta-research on teaching conditions in the Minas Gerais Public Education Network carried out by the Prodoc/UFMG collective. This study on the theme “teaching mathematics” of the Mathematics Education subgroup analyzes four dissertations and one thesis, completed at UFMG, between 2008 and 2018, in stricto sensu postgraduate programs in Minas Gerais. The main goal was to seek an understanding of the teaching condition of mathematics teachers in the Public Education Network of Minas Gerais (REE-MG) in the light of studies in the area of Mathematics Education. This study, with a qualitative approach, consists of a bibliographical research. It was theoretically based on studies on teaching conditions by Tenti Fanfani (2010) and Teixeira (2007). The works read indicate that the image or the socially and individually defined place of being a mathematics teacher in schools and in society are factors that are part of the subjective construction of teaching and the teaching condition on the part of mathematics teachers in the Public Education Network of Minas Gerais. The study highlights the urgency of thinking about programs aimed at monitoring teachers in the first years of entering the profession. Valuation and support, in addition to being essential, could be one of the ways to overcome to keep new professionals interested in the teaching career; and not just in the profession.