Se constituindo docente pela vivência em um Projeto Estratégico Institucional da UFPel.

Abstract

The present study is a qualitative research, from the perspective of Bogdan and Biklen (1994), but also presents itself as ethnographic, according to Lüdke and André (2017). With this study, I sought to answer the following guiding question: How did the process of constructing professorship take place, in your studies of graduates from UFPel, as students of the GAMA project? This is a unified strategy project by university, which aims to help students from UFPel and abroad who had difficulties in mathematics, doing so through research, teaching and extension activities. The subjects of were five graduates of UFPel, who acted as fellows of the project at some point in their graduation. Thus, the main objective of this research is an understanding of how the participation of these subjects, while the GAMA Scholars, led them to the exercise of teaching. To begin with, I relied on Severino (2007), for the elaboration of the memorial, in which I portray a little of my academic trajectory and the construction of my professorship as a GAMA scholarship holder. As a way of approaching the issue of learning indoctrination, realize understanding, using an et al. (2016). Regarding the research methodology developed, I refer to Richardson (2017) to characterize what methodology is. Thus, this study was developed in four moments: identification of former GAMA grantees; Pilot, with the development of a research of perspective by Gil (2008); data collection with interviews according to Gil (2008), using semi-structured interviews according to Manzini (1990; 1991); and content analysis, from the perspective of Bardin (2014). My theoretical framework presents four important concepts for this research, they are teachers, professionalism, professionalization and identity, according to Bolzan and Isaia (2006), Contreras (2012), Ferreira (2009) and Nóvoa (1995). The analysis of the answers is promising and presents a positive indication for the study. Finally, as I give my first students, I feel excited to pursue further studies in order to contribute to research on initial teacher education.