Professional and academic profile of teacher educators who work in Mathematics and Pedagogy Degrees

• Autor(a) principal: Passos, Cármen Lúcia Brancaglion
• Data de Publicação: 2023
• Outros Autores: Leandro, Everaldo Gomes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/367
• topic: Formadores de professores; Licenciatura em Matemática; Licenciatura em Pedagogia; Formação Inicial de professores que Ensinam Matemática; Perfil profissional e acadêmico de formadores; Teacher educators; Degree in Mathematics; Degree in Pedagogy; Professional and academic profile of teacher educators; Initial Training of Teachers Who Teach Mathematics

This article aims to reflect on and systematize the discussions of the Discussion Group 3 (GD3) of the VIII VIII Fórum Paulista de Formação de Professores que Ensinam Matemática. GD3 aimed to discuss the professional and academic profile of teacher educators who work in Mathematics and Pedagogy Degree courses, both in face-to-face and distance education, in public and private institutions. Allied to these discussions, it was also intended to dialogue about the profile of teacher educators with specific needs. Based on the characteristics of the GD participants, we sought to understand the challenges that these professionals face in a scenario of reformulation of undergraduate courses based on the Diretrizes Curriculares Nacionais para a Formação Inicial de Professores and the curricularization of extension. The systematized reflections indicated: the need for institutions to assume responsibility for teacher educator training, the emergence of the creation of collective spaces for discussion about the profession and teacher educator training, the importance of teacher educators assuming themselves as researchers in teaching, the need to defend public policies for teacher training, as these are also spaces for teacher educator training, in addition to the creation of specific public policies designed for training teacher educators.