Academic pedagogy and mathematics teacher training: an analysis of the pedagogical project of the mathematics UFMS/CPTL course
DOI:
https://doi.org/10.5212/OlharProfr.v.22.0014Keywords:
Teacher Training. Math Course. Pedagogical Project.Abstract
The article discusses the mathematics teacher training, based on the analysis of the Pedagogical Project of the Course offered at UFMS - Federal University of Mato Grosso do Sul, CPTL - Três Lagoas Campus. The research links the teaching, research and extension categories inherent in the academic pedagogy, to the teaching knowledge, practice and identity categories, widely evidenced as characteristics of teacher education, by authors such as Shulman (1986), Fiorentini et al (1998), Tardif (2002). The work responds to the purpose of clarifying about the reach of these categories, as a political-pedagogical proposal of the university mathematics teacher training course. Methodologically, the research is structured as a dialectical exercise, through content analysis. The research points to a generic characterization of the teacher training proposal of the UFMS/CPTL Mathematics Course, arising from theoretical and methodological ambiguities.
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