Formação de professores que ensinam matemática: um olhar a partir das pesquisas stricto sensu desenvolvidas na Amazônia Legal brasileira no período de 1992 a 2023

Abstract

This study is part of a broader research project that investigates the contributions of stricto sensu research in the field of Mathematics Education, developed in institutions located in the Brazilian Legal Amazon (ALB), to teacher education and to teaching and learning processes, aiming to provide inputs for the formulation of public policies, funded by CNPq/MCTI. This thesis aims to analyze the approaches to the education of teachers who teach Mathematics present in stricto sensu research in the field of Mathematics Education, within CAPES' Teaching and Education evaluation areas, developed in institutions located in the Brazilian Legal Amazon from 1992 to 2023. This is bibliographical research whose data sources are the CAPES Theses and Dissertations Catalog, graduate program websites, and institutional repositories. The theoretical framework is grounded in the works of Miorim, D'Ambrosio, Kilpatrick, Miguel et al., Fiorentini, Fiorentini and Lorenzato, André, Garcia, Gatti, and Ponte. Data organization was carried out based on adherence to the field of Mathematics Education and through specific filters for the purpose of coding and categorizing the studies. Research in the field of Mathematics Education was conducted in 41 stricto sensu programs: 1 doctoral, 17 master's, 8 master's and doctoral, 13 professional master's, and 2 professional master's and doctoral programs. These programs produced 1,209 studies, consisting of 1,007 dissertations and 202 theses. Of these, 316 dissertations and 73 theses focus on the education of teachers who teach Mathematics. The approaches were organized into four contexts: Initial Teacher Education, Continuing Education, Initial and Continuing Education, and Other Education Contexts and Social Contexts. There is a predominance of studies on teacher education, learning, and professional development; teacher knowledge, knowings, and competencies; and teacher education courses and programs. The analysis confirmed the hypothesis that the research addresses sociocultural and professional aspects specific to the Amazon, although these specificities do not yet constitute the central focus of most studies. Thus, the results indicate that research on the education of teachers who teach Mathematics is organized around different educational contexts and thematic foci. The study allowed us to recognize that teacher education has been addressed through undergraduate degree courses, teacher knowledge and knowings, learning and professional development processes, beliefs and conceptions, identities, working conditions, trajectories, life histories, and the role of teacher educators. We hope this thesis will support researchers, graduate programs, research groups, and institutions involved in teacher education in conducting further research, as well as contribute to the formulation of public actions and policies that consider the educational realities of the Brazilian Legal Amazon.