Abstract
This article portrays the understanding of the meanings associated with Nair choices for remaining in Mathematics teaching. In the light of a social perspective for the professional identity construction, we held an empirical research, which data production was in the form of semi-structured interview. We used as main theoretical orientation the James Paul Gee contributions about identity. The research results showed: (i) the strength that Nair’s "institutional identity" exercised in her time in teaching; (ii) that such identity was supported by the vocation of teaching practice and the pleasure that teaching gave her. These results also suggest that the teaching identity is always rebuilt in a historical and social context that constantly changes the teacher’s action in their professional practice.
Keywords:
Mathematics; Institutional Identity; Teacher Profession; Teacher