Formação de professores de matemática na licenciatura em Educação do Campo: um olhar sobre as pesquisas.

Abstract

We present aspects of a doctoral thesis under development that investigates the mathematics teacher education related to undergraduate courses in Field Education. We particularly focus on the relationships between the teacher’s mathematical bases and the political, social and cultural dimensions in Field Education. This article presents a bibliographical review that aimed to identify and analyze publications associated with these themes. We selected studies on field education and mathematics teacher education associated with undergraduate courses in field education, named as Licenciatura em Educação do Campo. The literature review was built upon the proceedings of four National Meetings on Mathematical Education (ENEM), and thesis and dissertations from CAPES data base published from 2007 until 2016. Analyzes indicate challenges faced by the university institutions to develop curricular proposals that relate mathematical education to the political, social and cultural dimensions of the field, considering its diversity. On the other hand, the results of the study suggest advances obtained by the undergraduate courses, since they prioritize the articulation between theory and practice and the strengthening of the dialogue between the university, the schools and the social movements of the field.