Abstract

CARVALHO, Rodolfo; MONTEIRO, Eneida Aparecida Machado; ECHEVERRIA, Agustina Rosa  and  SOARES, Márlon Herbert Flora Barbosa. Curricular Theories in the Initial Training of Science and Mathematics Teachers in Federal Institutes of Education: a state of the art (2009-2022). e-Curriculum [online]. 2024, vol.22, e63840.  Epub Jan 31, 2025. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e63840.

In this article we investigate the research conducted in the last thirteen years in theses and dissertations on the Curriculum of Undergraduate Programs in the areas of Science and Mathematics Teaching at the Federal Institutes, from 2009 to 2022. The objective was to identify the curriculum theories predominant in these studies, based on theoretical references in the field of curriculum studies, among them: Bobbitt (1918), Apple (2006), Bourdieu (2013) and (Silva, 2022). The study had a qualitative focus and the methodology used was the State of Knowledge. The results show a panorama of the research on the curriculum and initial teacher training, as well as highlighting current trends and the need to make progress in curriculum development that considers critical and post-critical perspectives, since there are a significant number of curricula based on traditional theories.

Keywords : curriculum of teacher education in Federal Institutes (IFs); initial teacher education; teacher education in Federal Institutes; science and mathematics teaching; state of knowledge.

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