Estudo comparativo dos currículos oficiais para a formação inicial de professores de Matemática no Brasil e em Portugal

Abstract

The initial formation of teachers is the first stage in which future teachers experience the existence of processes of social, cultural, educational and political adaptation whose objective is to consolidate, sustain and perfect an efficient formation of this profession in the construction of theoretical and practical educational knowledge, in order to achieve the improvement of educational quality, whether in daily school life, consistent initial education, future continuing education, pedagogical practices and / or curriculum. Thus, models of initial teacher education in Brazil and Portugal are considered primordial elements in the laws of guidelines and bases governing education. Comparative in nature, this paper presented as a research tool the document analysis, through the Comparative Education Methodology, with the purpose of reflecting on these policies and their impacts on the official curriculum for the personal, professional and academic formation of the future teacher. Mathematics, punctuating the direction of education, compared as an area of ​​knowledge, highlighting its relevance, its historical context, its methodological phases and the presentation and development of the tree of categories, parameters and indicators. The main objective of this paper was to present reflections on the convergences and divergences of the Brazilian and Portuguese formative processes of the official curricula in the initial formation of Basic Education Mathematics teachers (11 to 17 years old). The study analyzed the socio-political, educational, economic contexts and the laws, guidelines and bases governing education in Brazil and Portugal. It is noteworthy that this work portrays three courses from two higher education universities and may provide an improvement in the process of teacher education since there were similarities and differences between diversified education systems in order to establish connections between different educational realities and suggest proposals for teacher training and improvements in education.