Research and Practices on Mathematics Teacher Education in face of the Public Policies in Brazil

Abstract

This paper intends to highlight some Brazilian public policies in the field of education and analyze their impact on courses, programs and processes of mathematics teacher education. The analysis focuses mainly on: teaching degree courses; in-service education courses; teachers’ selection processes for public teaching; and some continuing education programs for teachers. To develop this analysis, some Brazilian studies that deal with educational public policies in Brazil are used as references. These policies are engendered under a regime of neo-liberal economic policies. Some research developed by the Study & Research Group on Mathematics Teacher Education (GEPFPM) of FE/Unicamp is also used as reference. This paper ends highlighting the need of SBEM to mobilize the mathematics educators community to establish partnerships with other scientific entities and similar institutions, aiming at participating and intervening in the conception and administration of public education policies in our country with responsibility and commitment. Keywords: Mathematics Teacher Education. Public Policies. Educational Policies. Preservice Teacher Education. In-service Teacher Education.