标题：As influências do professor formador e o saber específico na escolha pela docência em Matemática (The influences of the training teacher and the specific knowledge in the choice of Math teaching)
其他标题：As influências do professor formador e o saber específico na escolha pela docência em Matemática (The influences of the training teacher and the specific knowledge in the choice of Math teaching)
摘要：Abstract This article is part of the first author's doctoral research, with the second orientation, which aims to problematize teacher training, analyzing a group of teachers who act as teacher trainers in mathematics and in basic education. They have as problematic to identify which references teachers trainers identify as significant for the option of being a teacher, as well as the knowledge involved in this craft. The theoretical framework is supported by Shulman, Tardif, Nóvoa, Paiva, Roldão and other interlocutors who deal with the initial formation and teaching knowledge of teacher trainers. Six professors with different academic backgrounds from a Federal Institute participated in the research, which works in the formation of basic education - high school and with the training of teachers - licenciatura in mathematics. The research data collection instrument involved a semi-structured interview, applied in the year 2015. To perform the data analysis, we used the Discursive Textual Analysis anchored in Moraes and Galiazzi (2007), which is a data analysis approach in qualitative research. It was possible to identify two foci of analysis, from the theoretical and empirical field: The teacher trainer – the formation unchaining the professional constitution and the other the Knowing discipline – a north for the future teacher. The results make evident the important role of the teacher trainer in the initial formation, indicating that they influence the formative actions, the process of constitution of the profession and the movement of the knowledge of each teacher. The study also reveals that it is necessary and condition to be a teacher the domain of the object of knowledge that will teach, but not sufficient for his profession as a teacher of basic education.
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