Banca de QUALIFICAÇÃO: YARA DE SOUZA LIMEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : YARA DE SOUZA LIMEIRA
DATE: 27/08/2025
TIME: 14:00
LOCAL: sala da coordenação do PPGEM, campus de Ji-Paraná (Bloco 03)
TITLE:

"Reading the World Comes Before Counting: Escrevivencias of a Mathematics Educator from Ji-Parana/RO"

KEY WORDS:

Teacher Identity. Autobiographical Narrative Research. Mathematics Education. Social Awareness.

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aims to investigate how autobiographical narrative research contributes to understanding the formation of teacher identity and to broadening the social awareness of a mathematics educator. Through the production of self-narratives, significant moments in the educator’s life trajectory were selected and analyzed—moments that marked her personal and professional development and directly impacted her pedagogical practice in mathematics teaching. The methodological approach is grounded in qualitative research, with an emphasis on autobiographical narrative inquiry, which values lived experience as a legitimate source of knowledge and critical reflection. The constructed narratives reveal how personal, social, and educational experiences intertwine in the formation of teacher identity, highlighting how factors such as gender, social class, territoriality, and interpersonal relationships influence the educator’s pedagogical conceptions and choices. Moreover, the act of writing about oneself enabled the educator not only to recover and understand her own trajectory but also to expand her awareness of the social and political dimensions of teaching—especially in the context of Mathematics Education. In this regard, the research reinforces the formative potential of autobiographical narrative both as an investigative tool and as a reflective, emancipatory practice capable of fostering self-knowledge, the recognition of experiential knowledge, and the construction of a more critical, sensitive, and socially committed pedagogical practice. It is concluded that writing self-narratives constitutes a powerful path toward the re-signification of one’s own story and the strengthening of teacher identity, contributing to the formation of educators who understand mathematics teaching not merely as content transmission, but as a situated, ethical, and engaged practice, deeply connected to the people and realities with whom they interact.

COMMITTEE MEMBERS:
Presidente - 2147056 - CARMA MARIA MARTINI
Interna - 2035958 - ELIANA ALVES PEREIRA LEITE
Externa ao Programa - 2294222 - NAIARA DOS SANTOS NIENOW - UNIR