A QUESTÃO DA IDENTIDADE DO PROFESSOR

This article is part of the reflections present in the conduction of a research project: Teacher your place is here: study about the formation, work and pedagogical practice in the scholar context. Considering that the research has as central object the teacher, it was necessary to comprehend the building of teachers' identity and its impact over the school. In this reflection are used symbols of emblems and stigmas to mark the options given to the teachers. After this, it's defended the importance of comprehending the identity as strategical in conquering social space by the teachers and it's necessary for a better learning quality.Este artigo faz parte das reflexões presentes na condução do projeto de pesquisa: Professor seu lugar é aqui: estudo sobre a formação, trabalho e práticas pedagógicas no contexto escolar. Considerando que a pesquisa tem como objeto central o professor, tornou-se necessário compreender a construção da identidade docente e seu impacto sobre o ensino. Utilizam-se, nesta reflexão, as imagens de emblema e estigma para marcar as opções colocadas diante dos professores. A partir disso, defende-se a importância de compreender-se a identidade como estratégica na conquista de espaço social por parte dos professores e que tal fato é essencial para a melhora na qualidade do ensino. &nbsp

The Continuing Distance Education Program M@tmídias: Contributions to the teaching of trigonometry

This article presents a clipping of research on a Continuing Distance Learning Program for 600 High School Math Teachers working in public schools of São Paulo state, Brazil. The formative Program entitled M@tmídias aimed to discuss the use of Learning Objects in the Mathematics teaching process. The research objective was to identify contributions of the use of technology for teaching Trigonometry. The theoretical base was developed by Imbernón’s ideas on continuing teachers’ education, as well as the ones of Mishra and Koehler regarding pedagogical technological content knowledge (TPACK). The research was documentary, and the methodological procedures were: 1) Collection of curricula documents and historical data of the investigated Program; 2) Selection and organisation of materials related to the Trigonometry content, stored in the Program VLE; 3) Treatment and data analysis. The analysis was interpretative and of content, according to Bardin. As a result, in the M@tmídias Program’s historical documents, it was verified that all the Mathematics contents from the High School curriculum of São Paulo State were discussed and, in the first module of the course M@tmídias 2, Trigonometry was studied. Evidence of participants' construction was verified of mathematical content knowledge, pedagogical knowledge and technological content knowledge, showing possibilities to the construction of technological pedagogical content knowledge (TPACK) of the participants