Resumen

BOLOGNANI, Marjorie Samira Ferreira  y  NACARATO, Adair Mendes. Life Narratives as Practices in the (Self)-formation of Mathematics Teachers. RMIE [online]. 2015, vol.20, n.64, pp.171-193. ISSN 1405-6666.

This article presents the results of research focused on the life narratives of ten teachers who work in the early years of elementary school (grades 1 to 3). The study's objective is to identify the influence of mathematics in the teachers' scholastic trajectories and in the way they reflect on their teaching experiences. Narrative interviews were transcribed and shared in discussion groups. The study determined that teaching mathematics leaves a mark that affects teachers' professional decisions and the way they teach the subject, which must be discussed and analyzed to offer students a more meaningful mathematical education. The results indicate that narratives that are shared, selected, and analyzed in discussion groups can be (self )-formative.

Palabras llave : school culture; mathematics education; teacher training; life stories; interviews; Brazil.