The objective of this work is to investigate the factors which made young people decide to become teachers and, more specifically, to be Mathematics teachers. Students from the first year of the teacher licensing program in Mathematics at Londrina State University took part in this research. Their conversations were recorded during participant observation. The data composed what could be called fragments of life history, which we interpreted from several perspectives through concepts of multi-referentiality. The complexity of the phenomenon we researched called for a theory which bridged several areas of knowledge, with the intention of not dismantling the situation in question by means of its analysis, but rather of increasing our understanding of it, in a work that one can call bricolage.
teachers' formation; Mathematics Education; multi-referentiality