Educação escolar quilombola em licenciaturas de Educação do Campo que formam professores de matemática.

Abstract

The article aims to understand how the formative core components of the Field Education Degree programs for mathematics teachers are structured. The study is a result of an inter-institutional research project and sought to characterize degree courses that offer mathematics teachers formation to work in the final years of elementary education and high school, in specific sociocultural contexts. In this scenario, the education of mathematics teachers in Field Education Degree programs is discussed, as well as principles, concepts, and legal documents that support and regulate Quilombola School Education. A document analysis was carried out, with the corpus consisting of the Political-Pedagogical Projects of four federal public universities located in the Northeast, Southeast, North, and Midwest regions of the country. Through thematic content analysis, three analytical categories were outlined: general and sociopolitical education; mathematical education; and integrative pedagogical education. The results show that the formative core components of the four courses present indications of sociopolitical education integrated with mathematical education. The analysis points to possibilities for proposing curricular components connecting the sociocultural diversity of Quilombola peoples, beyond the component of Education for Ethnic-Racial Relations. The results reflect on teacher education's implications for the performance of graduates in Quilombola School Education and suggest the prescription of sociopolitical education in documents of courses that form mathematics teachers beyond the investigated sociocultural context.