The Potential of CNE/CP Nº 02/2015 Resolution for mathematics teacher training in the face of curriculum (de)construction: insubordination in order to re(exist)

• Autor(a) principal: Santana, Flávia Cristina de Macêdo
• Data de Publicação: 2022
• Outros Autores: Paula, Enio Freire De, Pereira, Patrícia Sândalo
• 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/70
• topic: Formação de professores; Licenciatura em Matemática; Diretrizes Curriculares Nacionais; Designs Formativos Insubordinados; Formación de profesores; Licenciatura en Matemáticas; Directrices Curriculares Nacionale; Diseños Formativos Insubordinados; Teacher training; Mathematics Teaching Course; National Curriculum Guidelines; Insubordinate Formative Designs

This article aims to outline an insubordinate and creative movement in defense of the potential of CNE/CP no 02/2015 Resolution in the face of deconstructions and deviations suggested by CNE/CP no 02/2019 Resolution. To do so, we chose a qualitative approach with documentary research. To collect the data, we used a corpus that contained 172 Pedagogical Projects of Mathematics Teaching Courses in our country: 60 offered by Federal Universities, 44 by State Universities and 68 by Federal Institutes of Education, Science and Technology. For the analysis, we applied Carlo Ginzburg’s evidential paradigm. Among the results, the articulation between initial training and continuing development in different formative spaces outlined by Pedagogical Projects, discussions about the movements that constitute professional identity and the defense of the inextricable connection of the Teaching-Research-Extension triad were highlighted as insubordinate resistance acts in the face of CNE/CP n.o 02/2019 Resolution. Such elements provided us with clues to possibilities of devising insubordinate formative designs that encompass actions linked to the knowledge that future mathematics teachers will need in order to teach, so that they will develop critical reflection and be committed to democracy, social justice, ethics and cooperation.