What do the menu of disciplines related to mathematics say in pedagogy courses of public institutions in the state of São Paulo?

• Autor(a) principal: Santos, Cicero Augusto dos
• Data de Publicação: 2021
• Outros Autores: Ciríaco, Klinger Teodoro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/71785

We highlight the results of a research, under development, linked to the actions of a scientific initiation work plan, with funding from FAPESP, whose objective is to understand how Mathematics is approached in the initial training of teachers in Pedagogy courses in the State of São Paulo (SP) of Federal and State Public Institutions. For this purpose, in this article, we brought to the dialogue partial data from the investigative process, the results of which, supported by a qualitative research of a descriptive-analytical character, reveal that the training practices are linked to the field of pedagogical knowledge, that is, to the "how" if teaching, specifically discussing more aspects of teaching methodology than specific knowledge of mathematical content. In view of the results, the analysis of the menus highlighted here raises the need for a greater articulation between the recommendations of Mathematical Education, the curricular knowledge of the content present in schools, as well as the culture of teaching work.