Resumen

CALDATTO, Marlova Estela  y  RIBEIRO, Carlos Miguel. Specificities of the mathematics teacher’s knowledge in and for training: a discussion on the pedagogical complementation program. Rev. Bras. Educ. [online]. 2020, vol.25, e250031.  Epub 09-Jul-2020. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782020250031.

In this article we discuss the privileged knowledge of the project of initial formation of teachers of mathematics developed by a university within the scope of the public policy “pedagogical training for graduates not graduated”. Thus, through a qualitative-quantitative study, we analyze data extracted from documents related to the implementation, between 2011 and 2017, of 19 classes of this policy. The analyses show a distancing between the training developed, the legal prescriptions in force and the knowledge acquired by the literature as necessary for the practice of the mathematics teacher, as well as the improvement of the historical split between pedagogical, mathematical, and school practice knowledge.

Palabras clave : specialized knowledge of the mathematics teacher; initial formation; pedagogical complementation program.

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