Teaching degrees in Field, Indigenous, and Quilombola Education: affirmative public policies that qualify Mathematics teachers.

Abstract

The article deals with affirmative public policies for the education of teachers who teach mathematics in specific sociocultural contexts, in particular, on teaching degree courses in field, Indigenous, and quilombola education. It is based on concepts and concerns from critical mathematics education (CME) to reflect on qualification in these courses, experienced in alternating formative times and spaces. Bibliographical research, whose corpus of analysis consists of seven articles published in thematic dossiers that discuss the interface between mathematics education and the specificities of the contexts mentioned before, is presented. The research results reveal that investigation, dialogue, and criticality, principles of CME, are present in the sociocultural practices experienced in the courses under analysis. There was a concern with political and social aspects in the teaching of mathematics to emancipate rural people and traditional communities included in the qualification.