QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS

• Autor(a) principal: Dias de Carvalho, Bruna
• Data de Publicação: 2009
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/3272
• topic: Educação Matemática; Subjetividade; Formação de Professores; Deleuze.

The present article proposes a discussion about the formation of teachers ofMathematics. At the beginning I present a humanistic, Pythagorean and Platonic vision of theformation, as seen by some authors: initial and continuous education and the predominance ofthe Cartesian method in the formation of Mathematics aiming at the ideal teacher ofMathematics. Following that I criticize briefly the initial and the continuous formation basedon Descartes’ idea which is largely used in academia – responsible for the formation ofteachers of Mathematics – and I contrast with humanist authors such as Nietzsche andDeleuze who offered me concepts such as coming to be, Bildung, self becoming, among others, and leaks used by Descartes to increment this discussion. As new openings, I proposealternative ways to think the formation of Mathematics Educator. My initial studies about theformation of teachers of Mathematics were set on the scientific research project SchoolSpace: the school as a space of the formation of the teacher of Mathematics, started on 2006 fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor SôniaMaria Clareto and continued with other approaches in my graduated course.