Knowledge got that in official federal documents for the curriculum of licensing courses in Mathematics

• Autor(a) principal: Traldi Junior, Armando
• Data de Publicação: 2020
• Outros Autores: Libório, Reginaldo Guilhermino Cabral
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Revista
• DOI: 10.14393/ER-v27n2a2020-3
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/54024
• topic: Currículo prescrito; Licenciatura em Matemática; Saber a ensinar; Saber para ensinar; Curriculum prescribed; Licensing in Mathematics; Know how to teach; Know to teach; Currículum prescrito; Licenciatura en Matemática; Saber enseñar

The research objective presented in this article is to understand the knowledge explained in the official documents, which standardize the initial formation of the mathematics teacher. The study developed is of a qualitative nature of the documentary type. From this study it is possible to state that the “knowledge to teach” and the “knowledge to teach” were present in the official rules for the curricular configuration of undergraduate mathematics courses since the implementation of the first courses. However, the emphasis was primarily on “knowledge to teach”, since the insertion of “school mathematics” in official documents took place from 1961, however, without considering the real context of the school. It is in the document published in 2002 that the real need for articulation between this knowledge is made explicit. In this sense, one can affirm the need to understand a new knowledge that is the amalgam between this knowledge.