Abstract

CUSATI, Iracema Campos  and  AVELAR, Antonio Carrillo. Math teacher training: the paths of teacher professionalism in the history of Brazilian education. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.49-74.  Epub May 11, 2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds03.

This article presents the aspects related to the current discussion on the role practical and of the professionalization of the teaching in order to understand the factors responsible for the vulnerabilities observed in the teaching of mathematics in Brazil that are, large extent, explained by the discontinuities in training (initial and lifelong learning) of teachers. There is a gap between university education of mathematics teachers and teaching practice in basic school, in addition to several dichotomies that surround the debate. The process of elaboration and approval of the BNCC imposed a homogeneous curriculum in a centralizing logic dissociated from the training demands and the local realities of the complex and unequal Brazilian educational system. The social, political, economic and cultural transformations of the contemporary world affect educational systems. The bibliographic and documentary research carried out on teacher education (PEREIRA, 2012) concluded by the need for qualification, training, rescue of professionalism and policies for the professionalization of teachers in view of the devaluation and precariousness of initial teacher training. Avalos (2021), Ponte (2005) and Gatti, Barretto & André (2011) show that the mathematics degree curricula do not articulate technical-scientific and pedagogical knowledge, unveiling the dichotomy between academic and school mathematics. The reductionist form of integration between theory and practice denies the need for solid theoretical and interdisciplinary training, disseminating a perspective of knowledge restricted to know-how, marked by the absence of reflective processes in teacher training. The contributions presented provide guidance on the mobilization of knowledge necessary for the professionalization of teaching, subsidizing the construction of the teachers' professional identity.

Keywords : Mathematics teacher training; Teaching professionalization; Didactic training.

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