Reflexões sobre letramento crítico para a docência em Matemática em cursos de formação de professores
DOI:
https://doi.org/10.5212/PraxEduc.v.4i1.073083Abstract
The present study aimed at searching for a new meaning to the term literacy in the process of Math teacher education. After defining the term critical literacy for the teaching of Math, the study aimed at analyzing the Political Projects of Math Teacher Education Courses. Special attention was given to the Political Projects of Math and Pedagogy Teacher Education Courses from the State University of Ponta Grossa (Brazil). Not only the course contents but also the National Guidelines for Teacher Education Courses were examined from a critical literacy perspective. In addition to the Political Projects of Teacher Education Math Courses, the profile of the future professional that will act in Basic and Higher Education was analyzed. The outcomes demonstrate that there are different interpretations of the Political Projects of the courses that can either compromise or consolidate critical literacy for the teaching of Math.
Keywords: Initial teacher education. Training for teaching. Mathematics Initial teacher education. Pedagogy.
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