Professional Identity of educators who teach mathematics: looking for evidence in National Curriculum Guidelines

This article stems from a multi-paper research work within a professional master’s degree program, guided by the following question: What are the possible spaces for discussions about professional identity in the National Curriculum Guidelines regarding initial and continuing teacher education? From the perspective of Carlo Ginzburg’s evidential paradigm, this paper discusses how elements linked to the characterization of the professional identity of teachers who teach mathematics (TTMs) are presented in the National Curriculum Guidelines for the Education of Basic School Teachers (2006, 2015, 2019a, 2029b and 2020). Our work aimed to find problematizations about (i) the knowledge and expectations of prospective TTMs regarding the profession, (ii) vulnerability and sense of action, and (iii) political commitment. Among the results, we identified processes that aim to attribute other meanings to terms from the field of teacher education and the silencing of discussions on political commitment and the valuing of teaching work.