The numbers about degree in mathematics: focus on public policies

• Autor(a) principal: Araujo, Renato
• Data de Publicação: 2018
• Outros Autores: Vianna, Deise Miranda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/3739
• topic: Teacher training; Mathematics Education; Public Policy for Education; Formação de professores; Ensino de matemática; Políticas públicas de Educação

The necessary expansion of basic education, carried out by Law 9,394 (BRAZIL, 1996), led the country to worrying statistics regarding the lack of teachers. In this context, this paper intends to present and discuss some data about the degree courses in Mathematics by means of the survey and the analysis of official documents for the accomplishment of a documentary research with quantitative approach. The data sources used were the Statistical Synopses of Higher Education, published by the National Institute of Studies and Research Anísio Teixeira (INEP / MEC). The data will be presented by means of graphs and the analyzes will make use of descriptive statistics. Data analysis points out that Brazilian higher education policy is supported by private initiative, that the Unified Selection System may be responsible for increasing candidates in public institutions and that the country has tripled the number of trained math teachers, a victory . However, while in the other upperlevel courses the country observes a small idleness of places in public institutions, in the degree courses the same does not happen. It was also observed that the dropout rates in the course of Mathematics Degree were high. Finally, we conclude that the expansion of teacher training courses did not occur in the case of mathematics, since its growth did not accompany the expansion of Brazilian higher education.