A investigação, o diálogo e a criticidade nos projetos pedagógicos de cursos de licenciatura em Educação do Campo.

Abstract

We present a cut of a doctoral research on the training of teachers of Mathematics in Courses of Degree in Field Education. The research is anchored in studies on teacher education, Critical Mathematics Education and Field Education. Through a documentary analysis we sought to identify characteristic elements of the mathematical, pedagogical and sociopolitical formations present in the pedagogical projects of three courses based in public universities in the Northeast, Southeast and Central West regions of Brazil. The analyzes show elements that permeate the proposals of the courses analyzed in what concerns the investigation, the dialogue and the criticality, analytical categories that we consider in this study. The proposals of the courses also show a tendency to overcome the 3 + 1 model of teacher training in mathematics, in favor of a model that seeks to articulate: theory and practice, mathematical and pedagogical training, university, school and community. Mathematics taught in this perspective is close to the concerns advocated by Critical Mathematics Education.