A formação de professores para o ensino de matemática: os cursos de Pedagogia da Paraíba em questão

Abstract

This paper examines the training of teachers for mathematics education, with the primary objective of analyzing the mathematical training embedded in the curricular proposals of Pedagogy programs in Paraíba. Specific objectives include identifying general course information and mapping the components within the Mathematics area by analyzing syllabi, content, methodologies, and assessment practices. To ground this investigation, the historical context of teacher training is discussed through the works of Cavalcanti, Bastos, and Santos (2023); Nóvoa (1992, 2022); and Cavalcanti (2016). In addressing teacher preparation for early years, particularly in mathematics education, we reference Santos et al. (2023); Brazil (1996) Guidelines and Bases Law (LDBEN); Khalil (2015); and Azeredo (2021), highlighting challenges in connecting theory to practice and emphasizing continuous and critical training as essential for educators' professional development. The methodology employed is qualitative, utilizing documentary analysis that includes pedagogical projects from higher education institutions in Paraíba. The results reveal significant gaps in mathematical training, indicating that curricular structures need reform to meet contemporary demands in basic education. In conclusion, it is asserted that high-quality training is vital for enhancing mathematics education through more integrated and contextualized practices that foster critical and reflective training to meet the needs of students and society.