A Construção de Subjetividades Profissionais na Formação Inicial de Professores de Matemática(s): Afirmando Posições Decoloniais contra Discursos de Subalternização da Profissão Docente

This paper discusses developments of a doctoral research, aiming to investigate the construction of subjectivities on the teaching profession along pre-service mathematics teachers' education, in articulation with the proposition of a decolonial rereading of the literature on teachers' education. The empirical data production was carried out with students from the mathematics teachers' education undergraduate program at a public university in Rio de Janeiro. These data included narratives about their experiences with mathematics at school and at undergraduate level and focus groups that promoted discussions about the reported experiences. The results indicate a discourse that builds professional teaching subjectivities within the scope of coloniality. The participants' awareness of this discourse allowed the consolidation of insurgency positions against their naturalization in future teaching practice, bringing about ways for the production of non-subordinate subjectivities.