A formação de professores e a diversidade cultural nos projetos pedagógicos dos cursos de licenciatura em Matemática

• Ano de defesa: 2013
• Autor(a) principal: Monteiro, Ana Clédina Rodrigues
• Orientador(a): Passos, Laurizete Ferragut
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores; Diversidade cultural; Licenciatura em Matemática; Políticas públicas
• Palavras-chave em Inglês: Teacher training; Cultural diversity; Degree in Mathematics; Public policy
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10968

This study started from the assumption that the primary school has faced challenges to work with new social subjects presenting with ways of being, thinking and acting different from those who had in earlier times, posing as a central issue: how the courses in Mathematics are organized and how they are contributing to the training of teachers who will work in situations marked by cultural diversity? Thus, the study sought to identify the incidence of themes related to cultural diversity in the context of public policies and educational courses in Mathematics, from theoretical studies on the concept of cultural diversity and the guidelines issued by the government for the training of teachers of basic education. Therefore, we carried out a survey of facts that led to the development of such issues at the international and national levels, beyond the identification of Brazilian educational policies relating to the topic, analysis of legal documents that prompted the organization of higher education courses for training teacher of Mathematics and content analysis of Pedagogical Projects Course in Mathematics, in the North, Midwest and Southeast. The study pointed out as one of its results that many proposals for courses in Mathematics points have converged with the policy guidelines aimed at teaching one to consider cultural diversity in the school, but there are few courses that effectively understand the importance of this work and develop a curriculum that values in the same proportion the specific knowledge of the field of mathematics and knowledge of didactic and pedagogical reasons, linked to the axis of cultural diversity