Um olhar para a formação de professores de escolas do campo sob o viés do letramento docente e práticas de numeramento

Abstract

The context of Rural Education is permeated by a history of struggles, resistance and achievements that, while denouncing the historical marginalization of the subjects who live and produce in this space, also demand an education built from their realities. In this scenario, the valorization of local knowledge and the contextualization of mathematics teaching in rural schools become fundamental for the development of pedagogical practices committed to an emancipatory education. Based on this understanding, this research aims to recognize and discuss how numeracy practices recognized by mathematics teachers in rural schools in Uberaba-MG influence teacher training and mathematics teaching. Based on studies on numeracy, with the principle of literacy as a social practice, with an emphasis on teacher literacy from countryside education, this study refers to the teacher training of mathematics teachers in rural schools in the municipality of Uberaba. Using a qualitative approach, based on questionnaires and semi-structured interviews, we explored the interrelationship between teaching pedagogical practices, curricular documents and the specificities of the countryside. The research was conducted in eight municipal schools in the countryside, with six mathematics teachers. The analyses revealed the coexistence of practices that sometimes align with, sometimes distance themselves from numeracy practices for the countryside context, highlighting challenges and potentialities in the construction of an education that respects diversity and values local knowledge. From the narratives and profiles of the teachers, it was found that there are still gaps in the initial and continuing education of the mathematics teachers investigated, although most of them demonstrate affinity with the countryside context and seek strategies to bring teaching closer to the reality of the students. These gaps directly impact the ability to articulate mathematical content with the students’ numeracy practices and in the promotion of an emancipatory education. In the context of numeracy, it was observed that pedagogical practices, in many cases, remain centered on urban approaches, with an emphasis on the reproduction of mathematical concepts and procedures, to the detriment of contextualized learning. However, the narratives also highlighted experiences of valuing and empowering students and the use of problem situations related to the countryside context, especially in the Political-Pedagogical Projects. Finally, this dissertation concludes that teacher training focused on rural reality needs to prioritize not only the construction of mathematical knowledge, but also the development of skills that enable teachers to mediate teaching processes that value local knowledge, promote critical thinking, and contribute to social transformation. The research reinforces the importance of public policies that guarantee adequate conditions for teaching in countryside areas, including investments in initial training, especially in Full Degree Mathematics courses, continuing education, and pedagogical resources that respect the cultural and social diversity of rural communities.