Difference as a constituent of professional identity in the pedagogical residency program

Abstract

In this research, we seek to understand the difference as a constituent of professional identity in mathematics initial education and contact with basic education teachers in the Pedagogical Residency Program. From a theoretical point of view, we assume that the processes of the constitution of the professional identity also occur in the different formative experiences and pass through the action of differentiating oneself, and demarcating borders. As data, we used the field diary prepared by a resident during his experience in the program, based on a request from the advisor. From the complete reading of the material and selection of specific excerpts, our analysis identified the process of differentiation of the resident in relation to the preceptor professor as the constitution of a professional identity. By differentiating himself, the resident affirms his beliefs (and disbeliefs), his conceptions (of himself and the profession) and his political commitments with the society in which he lives. Finally, it is important that the initial education of teachers foresee the immersion of future professionals in the school environment, combined with an orientation that favors reflection on experiences, questioning practices and truths about being a teacher.