Resumo

COSTA, Rodrigo Tadeu Pereira da  e  OLIVEIRA, Cristiane Coppe de. INITIAL EDUCATION OF TEACHERS WHO TEACH MATHEMATICS: interlocution between school knowledge and everyday knowledge. Revista Teias [online]. 2021, vol.22, n.67, pp.315-329.  Epub 14-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.61733.

This text is an excerpt from Costa (2021) thesis, defended in the Graduate Program in Education of the University of São Paulo (USP). It is a research that aims to analyze whether it is possible to establish a bridge between school knowledge and everyday knowledge in the initial education of teachers who teach Mathematics. The theoretical ground chosen for the search/refinement of the collected data were the studies by Paulo Freire. Has a qualitative methodological approach, and the data were collected through semi-structured interviews. The interviewees are the leaders - coordinators or vice-coordinators - of the eight Brazilian groups registered in the CNPq group directory, which includes the word “Ethnomathematics” in its name. The work considers that everyday knowledge is also characterized as scientific knowledge, but it is not academic and that everyday knowledge can indeed dialogue with school knowledge. However, this dialogue will depend on some factors, such as the context and the interest of the parties in promoting this dialogue.

Palavras-chave : Paulo Freire; initial education of teachers; mathematics; pedagogy.

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