A (re)constituição da identidade profissional de futuros professores de matemática no contexto da residência pedagógica.

This article discusses the relationship between the Pedagogical Residency Program (PRP) and the constitution of the teaching professional identity (TPI) to identify mobilizations in the TPI of residents experienced in the context of a mathematics center at a federal public HEI. The qualitative approach methodological path resorted to the documentary collection of eight residents' final reports based on content analysis techniques. The research revealed that identity mobilizations were (re)constituted considering the relationship between teaching learning and the TPI, emphasizing the settings in schools, the preceptors' support, and the importance of planning and digital resources and tools. It also highlighted reflections as formative and constitutive aspects, characteristic of the nucleus of the TPI, and the PRP as an identity element and a multi-training space of the TPI, illustrated by the interaction between residents and experienced teachers. [ABSTRACT FROM AUTHOR]