LIMA, Aldinete Silvino de.; KHIDIR, Kaled Sulaiman.; FERNANDES, Fernando Luís Pereira.
Resumo:
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.