Diversidade, investigação e emancipação humana como princípios da formação de professores de Matemática em cursos de licenciatura em Educação do Campo.

Abstract

The study that we present in this article aimed to understand the principles that guide mathematics teacher’s education in the case of undergraduate degree courses in Field Education (LEdoC). Therefore, our theoretical framework is in the domains of Critical Mathematics Education and Field Education. The empirical data we used were produced through semi-structured interviews carried out with five teachers who teach in courses offered by two Brazilian public universities. To analyse their responses, we used diversity, research and human emancipation as analytical categories, considering that they are guiding principles of the activity of teacher trainers in LEdoC. The results confirm the presence of these principles in the responses of the teachers interviewed and, above all, highlight the teacher trainer’s interest to bring field specificities to the centre of the educational process of mathematics pre-service teachers.