Abstract

ALVES, Tatiane da Silva  and  MIOLA, Adriana Fátima de Souza. Rivers of re-signification: curriculum (de)constructions in the constitution of mathematics teachers from the resolutions of the National Council of Education/Plenary Council of 2002, 2015, and 2019. e-Curriculum [online]. 2025, vol.23, e65683.  Epub Jan 05, 2026. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2025v23e65683.

This article, drawn from a homonymous dissertation, aimed to understand the processes and effects of the re-signification of curriculum guidelines for teacher education, as materialized in the Pedagogical Project of a Mathematics Teaching degree program. The theoretical framework was based on concepts such as Problematizing Education, Dialogicity, Creative Insubordination, Responsible Subversion, and Collaboration. Regarding methodology, a qualitative approach was adopted, employing documentary research. For data analysis, Discursive Textual Analysis was used. The results were synthesized in the metatext entitled “Between Immersions and Reflections: Dimensions that Constitute the Education of Mathematics Teachers.” In conclusion, it was observed that the use of Creative Insubordination highlighted the importance of flexibility in the development of teacher education programs.

Keywords : curriculum; CNE/CP resolutions; curricular pedagogical projects; responsible subversion; collaboration.

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