A pedagogia de alternância em cursos de licenciatura em Educação do Campo que formam professores de matemática.

Abstract

This paper brings a reflection on Pedagogy of Alternation in Field Education (LEdoC) undergraduations that trains mathematics teachers. To this end, we present an analysis of data produced by means of a semi-structured interview undertook within three coordinators who participated in a broader research, aiming to understand the relationship between mathematical content and the political, social and cultural dimensions of peasantry in the training of these teachers, based on the principles of Field Education and Critical Mathematical Education. The responses of the coordinators reveal characteristic elements that materialize the Pedagogy of Alternancy in the formative processes of the courses analyzed.