O LOCAL DA CULTURA NO PARECER CNE/CP 2/2015 E NO CURRÍCULO DA FORMAÇÃO INICIAL DE PROFESSORES E PROFESSORAS QUE ENSINAM MATEMÁTICA

Abstract

This article is a qualitative research of the document type, in which the Pedagogical Projects of Degree courses in Mathematics and Pedagogy that have research groups that include the word "Ethnomathematics" in the group's name were selected and analyzed. The aim is to investigate the place of culture in the curriculum of the initial education of the teacher who teaches Mathematics in Brazil. The theoretical ground chosen for the search/refinement of the data collected was the cultural discussions based on Geertz (2008) and D'Ambrosio (2005), as well as the documents that guide the education of teachers in Brazil, especially the opinion CNE/CP 2/2015, which established the National Curricular Guidelines for the Initial and Continued of Basic Education Teaching Professionals. It was verified that there are few cultural discussions in the undergraduate courses in Mathematics investigated when compared to the undergraduate courses in Pedagogy analyzed and that the courses with the Pedagogical Project restructured after the CNE/CP 2/2015 opinion present a bigger emphasis on cultural discussions when compared to those that had not carried out the reformulation.