Contribuições do Programa de Residência Pedagógica em processo de Lesson Study para a Constituição da Identidade de Professores de Matemática no início da docência

This research aims to understand how two early-career teachers construct and enact their professional identities through participation in the Pedagogical Residency Program within a Lesson Study process, developing a practice grounded in critical thinking, autonomy, and collaboration with peers and public school students. This is a qualitative study. The analytical method adopted was narrative analysis. The data source consisted of a semi-structured questionnaire applied to two mathematics teachers who participated in the Pedagogical Residency Program (PRP) in Mathematics at the Federal University of Campina Grande (UFCG), Cuité-PB campus. The results indicate that the experiences in the PRP were perceived as important spaces for learning, reflection, and redefinition of what it means to be and act as a teacher.