Um olhar para a educação do campo em documentos curriculares dos cursos de licenciatura em matemática em universidades federais mineiras

Abstract

This research investigates how curricular policies for initial teacher education, as materialized in the Pedagogical Course Projects (PPCs) of Mathematics Teaching Degree programs offered by federal universities in the state of Minas Gerais, incorporate discussions related to Rural Education. The investigation is based on the assumption that initial teacher education plays a fundamental role in the development of pedagogical practices committed to sociocultural and territorial diversity, highlighting the importance of curricula addressing different educational contexts, including Rural Education. The study adopts a qualitative, documentary research approach, with a corpus consisting of the Pedagogical Course Projects of Mathematics Teaching Degree programs from eight federal universities in Minas Gerais. The documents were analyzed through Bardin's Content Analysis, comprising the stages of pre-analysis, material exploration, and data interpretation. The investigation showed that, although the PPCs present advances in strengthening the articulation between theory and practice, valuing critical education, and incorporating contemporary discussions in Mathematics Education, Rural Education remains insufficiently explicit as a structuring dimension of teacher education. References to the specificities of rural territories, knowledge produced by rural communities, and contextualized pedagogical practices were found to be occasional and, in many cases, restricted to pedagogical curricular components or teaching practicum courses. It was also found that approaches related to cultural diversity, Ethnomathematics, and different territorialities appear unevenly across the programs analyzed, indicating the persistence of curricula predominantly organized around universalizing conceptions of Mathematics. The results indicate the need to expand, within Mathematics Teaching Degree curricula, spaces for discussion that address different educational contexts, recognizing Rural Education as a constitutive dimension of teacher education and strengthening a conception of curriculum committed to social justice, appreciation of diversity, recognition of multiple forms of mathematical knowledge production, and the preparation of teachers to work in different territories of Basic Education.