A Formação do Professor de Matemática: pesquisa x políticas públicas
DOI:
https://doi.org/10.21527/2179-1309.2006.75.131-153Abstract
O presente texto traz à cena algumas reflexões sobre a formação de professores de Matemática. A discussão centra-se em três eixos que, no meu entender, devem estar articulados: 1) as pesquisas nacionais sobre formação de professores; 2) ocontexto de reformulação das licenciaturas; 3) a realidade dos cursos de Licenciatura em Matemática, destacando o perfil do licenciado. O propósito é apontar para convergências e divergências quanto a esses três aspectos, destacando a presença
– na educação brasileira – do Banco Mundial que, desconsiderando a realidade brasileira e as pesquisas produzidas, vem interferindo na elaboração das políticas públicas de formação de professores.
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