The panorama of Professional Identity and moral commitment in the training of Mathematics Teachers in Brazil

Abstract

This paper presents an overview of Brazilian academic production on Professional Identity (PI) and moral commitment in teacher education, with a focus on Mathematics Education. PI is understood as a continuous, dynamic, and relational movement involving beliefs, emotions, autonomy, and ethical-political commitment. The research adopts an interpretative bibliographic methodology, with a thematic analysis of dissertations and theses published between 2000 and 2024, located in the Brazilian Digital Library of Theses and Dissertations (BDTD). Through this process, 35 studies were identified, of which only 2.86% specifically address mathematics teacher education. Thus, six thematic axes emerged for analysis: constitution of teaching PI; ethical-moral dimensions; identity in specific areas; investigative methodologies; formative contexts; and historical limitations and perspectives. The results point to the urgent need to expand research on PI, specifically in the field of Mathematics Education, as well as to strengthen its articulation with other constitutive elements, such as moral commitment.