Mathematics teachers training in rural education graduation courses: Letters, epistemologies and curriculums

Abstract

This work aims to problematize mathematics teachers training in Rural Education graduation courses. In order to achieve this, we discussed epistemological and curricular questions that are in the displacement of a disciplinary training, the one that takes mathematics as the gathering of a set of knowledge historically constructed and consolidated by the mathematics scientific-academic community, for a training by area of knowledge, proposal and challenge placed to the Rural Education graduation courses. With the narratives produced by mathematics graduation students from a Rural Education course in a teaching project involving the elaboration of letters, we presented considerations about the dimensions of a training by areas of knowledge. Also, the dynamics of a course in alternation unfold in formative aspects that, in addition to a disciplinary approach, involve ways of being and knowing that break with epistemologies and curriculums traditionally established in mathematics teachers training courses.