A PRÁTICA COMO COMPONENTE CURRICULAR EM LICENCIATURAS EM MATEMÁTICA DA REGIÃO SUDESTE: UMA ANÁLISE DE SEU ENTENDIMENTO E DE SUA ABORDAGEM A PARTIR DAS DIRETRIZES CURRICULARES NACIONAIS DE 2015

AN ANALYSIS OF ITS UNDERSTANDING AND APPROACH FROM THE 2015 NATIONAL CURRICULUM GUIDELINES

Abstract

This article goals to unveil how the practice as a curricular component is understood (explicitly or implicitly) and addressed in the Pedagogical Projects of 31 Mathematics teacher education courses, offered in the classroom class modality of public universities located in the Southeast region of Brazil, which include the CNE/CP Resolution number 2 of 2015. We collected documents within the scope of a national project developed by the GT7 of the Brazilian Society of Mathematics Education (Sbem). The results show a variety of meanings attributed to this curricular component. These meanings change from its perception as a set of pedagogical and technological procedures. They are also instrumentalization for future action, going through its understanding as limited to reflections on possible articulations between theory and practice in initial training. We understand this component as a limited problematization of the school and the Mathematics classroom of the Basic School. One can observe that in all analyzed courses, there is a link between the proposed implementation of practice as a curricular component and aspects of Mathematics teaching.