Formação de Professores de Matemática na Licenciatura em Educação do Campo para atuação na Educação Escolar Quilombola.

Abstract

This article aims to understand how the formative cores of the Field Education Teaching Degree Courses that qualify mathematics teachers are structured. This is an excerpt from an ongoing interinstitutional research project that aims to characterise the undergraduate teaching courses that qualify mathematics teachers to work in middle and high school in specific sociocultural contexts. To this end, we discussed mathematics teacher education in LEdoC courses and presented principles, concepts, and legal documents that support and regulate Quilombola School Education. We opted for documentary analysis, whose corpus consisted of the curriculum matrices of Political-Pedagogical Course Projects of three federal public universities located in the Northeast, Southeast, and North regions of the country. Through content analysis, we outlined three analytical categories: general and socio-political formation, mathematical formation and integrative pedagogical formation. The results of the analyses show that the formative nuclei of the three courses present indications of a socio-political formation integrated into the mathematical formation. The study points out possibilities to propose curricular components that establish a relationship with the sociocultural diversity of quilombola peoples, not only in the Education for Ethnic-Racial Relations component. Therefore, we reflect on the implications of teacher education for the performance of those who majored in Quilombola School Education and suggest the prescription of sociopolitical education in the documents of courses that qualify mathematics teachers beyond the socio-cultural contexts investigated.