Abstract
This article analyzes how specific power relations and discourses, based on discussions held during the VIII National Forum of Mathematics Teachers (VIII FPMat), shape national policies for the training of mathematics teachers. To this end, some conceptual tools proposed by Michel Foucault were mobilized. The analysis focused on the corpus constituted by the reports shared by the coordinators of the Discussion Groups (DG). The study was based on the principles of discourse analysis as a methodological tool. We reference three units of analysis: a) Training models and normative control; b) The effects of power and the constitution of identity; c) Standards and practices in initial and continuing training. Overall, the results indicate that discourses shape norms, standards, and practices in teacher training. The discursive framework establishes knowledge and truths, referencing normative dimensions.
Published Version
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