Curriculum Development and the Sociocultural Dimension in a Discipline about Function in Rural Education Undergraduate Course

• Autor(a) principal: Fernandes, Fernando Luís Pereira
• Data de Publicação: 2020
• Outros Autores: Sousa, Maria do Carmo de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/54058
• topic: Formação Inicial de Professores; Ensino Culturalmente Relevante; Currículo de Matemática; Educação Matemática; Formação Matemática do Professor; Teacher Initial Education; Culturally Relevant Pedagogy; Mathmatics Curriculum; Mathmatics Education; Mathematical Teacher Education

This article aims to discuss and understand the curricular development of a function discipline, in which socio-cultural aspects related to the peasant population were mobilized and problematized. For that, we take as reference, studies related to Curriculum Development and Culturally Relevant Teaching. The research, of a qualitative nature, was carried out in a function discipline in a Field Education Degree course of a federal university, utilizing reports and transcripts of graduates' speeches. As a result, we saw great formative potential by organizing early-stage teaching for math teachers in rural schools coupled with Culturally Relevant Teaching, allowing undergraduates to become aware of the necessity of financial control of their family farm production. And, through this control, rethink the order of discipline in the Alternation Regime.