The Pedagogical Projetct of Mathematics course at Unimontes: what is the evidence for teacher training?

Abstract

This study aims to discuss the process of implementing the references for teacher training in the Mathematics course at Unimontes, identifying the convergences and divergences between the Pedagogical Project of the Course (PPC) and Resolution CNE/CP nº 2/2015. This is a documentary study with a qualitative approach, using the method and techniques of content analysis. The problematization of the processe of construction and implementation of the references took place in the light of authors of Historical-Critical Pedagogy. In the project analyzed, there is evidence of a proposal for initial teacher training based on the pedagogy of the reflective teacher, related to the epistemology of professional practice. On the other hand, Resolution CNE/CP nº 2/2015 was characterized from a broader perspective of teacher training, seeking to ensure guiding principles to be taken into account in the degree projects at each institution.