Mobilizações de narrativas e formação de professores (de Matemática): potencialidades dos diários e portfólios

This text deals, among other aspects, with some results and investigations created in research linked to a larger project entitled “Mobilizations of Narratives in and for the Initial Training of Teachers (who Teach Mathematics)”. Through Oral History, operated in the context of Mathematics Education, the studies created understandings about the mobilizations of narratives in the context involving subprojects of the Institutional Program for Teaching Initiation Scholarships (Pibid) of two public Higher Education institutions located in the State of São Paulo. In general terms, such studies have fruitful possibilities for teacher training processes (of Mathematics), by problematizing some of these potentialities in light of the mobilization of diaries and portfolios in such a scenario. Writing diaries can make pre-service teachers look inside themselves and make them understand who they are and how they think. When it comes to working with portfolios in the context of teacher training, it is possible to say that they evaluated by textualizing traces of experiences that, in other times, with new experiences and practices, can be taken up and given new meaning, that is, the portfolios can be seen as a means of reflection and organization of practices. In this sense, diaries and portfolios are potential for the process of initial teacher training as they open a path for inscribing the personal and professional path of future teachers in history, signaling contributions to the development of understanding and critical stance regarding the performance of future teachers.