Keywords
History of mathematics education
Mathematics teachers' education
Professional knowledge
How to Cite
Abstract
In this article, we will discuss the professional knowledge and curricula of Mathematics teachers' training. It aims at developing a historical understanding of the curricular reforms of the Bachelor of Mathematics for Teaching at the Federal University of Minas Gerais (UFMG), pointing out the movement of construction of the professional knowledge of teaching in the 1970s and 1980s. This research followed a qualitative approach, discussing the curriculum reforms of 1971, 1975, 1980, and 1987. The sources are documents from institutional archives, the meeting minutes of the Mathematics Course Council, and information from other research related to these discussions. The analysis is related to the Supervised Curricular Internship courses in the curricula of the Bachelor of Mathematics for Teaching at UFMG. As the main results, we highlight the construction of space and time in the curricula for the knowledge proper to teaching mathematics, and in the attribution of institutional responsibilities and perspectives for teacher training.
References
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