Public policies: different interfaces on the training of teachers of mathematics

Abstract

This article aims to bring to the area of Mathematics Education the
following concepts: public policies, performativity and recontextualization. I
search to understand how the role of the State articulates and reflects in the
public policies of the formation of mathematics teachers. I assume as premise
that such policies are entered into a scope of political actions that cover the
Brazilian education, specially, the Mathematics Education. I List the various
assessments such as: Saeb, Prova Brazil, Provinha Brazil, Enem and Enade with
the position of the State evaluator. I conclude the work by presenting some data
that raise the debate on the role of GT19 (Mathematics Education - Anped) and
Sbem on the recent configuration of the framework of the Pot-Graduate
Programs which are related to the area.