Diálogo, investigação e criticidade na formação de professores de matemática em uma licenciatura em Educação do Campo

Abstract

The article, which is part of the research of a doctoral thesis in its final phase, aims to understand the relationships that are constituted between the mathematical contents and the political, social and cultural dimensions of the people who live in rural areas in the training of mathematics teachers in degree courses in field education. For this, the research is anchored on field education studies, the training of mathematics teachers in the degrees mentioned and on critical mathematics education, focusing on the concepts of dialogue, research and criticality, which are the analytical categories used to analyze the responses given in semistructured interviews carried out with three teacher trainers. The results obtained in this stage of the research reveal that the teachers investigated consider the dialogic, investigative and critical relations as principles to develop mathematical activities, which is in line with the principles of field education guiding the training of teachers who teach or will teach in rural schools.