Resumo

FARIAS, José Vilani de  e  VILELA, Denise Silva. The professional master’s degree in mathematics according to Bourdieu’s theory: Tension between academic mathematics and school mathematics. Educ. Puc. [online]. 2017, vol.22, n.1, pp.109-129. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220100008.

The object of analysis of the article is the professional master’s degree program in Mathematics, PROFMAT, particularly the three different versions of the curriculum since its implementation from 2010 to 2012. The importance of the study is due to the dimension and range of the master’s degree program. The research documents consisted of official public documents of the program. The curriculum and its modifications were analyzed according to Bourdieu’s sociological theory, of which the concepts of habitus, field and capital will be the main aspects considered in the analysis. Our goal is to delimit the field of mathematics within the program in order to understand what Bourdieu denominates as reproduction strategies of the hierarchical relationship, in this case, between in-school and out-of-school mathematics practice as well as the conservation and legitimization strategies of how to do mathematics. In this sense, we will analyze aspects in the PROFMAT program that are in agreement and disagreement with the recent research on teacher training.

Palavras-chave : Scientific field; Teacher training; Academic and school mathematics; Professional master’s degree program..

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