Abstract
This article addresses the social construction of the Mathematics Teacher Education course curriculum at the University of Vale do Rio Doce (Univale), in the city of Governador Valadares (MG), in its third and final phase (1997-2012). Based on research that used written documentation allied to the Oral History methodology, the text is inspired by studies by the English researcher Ivor Goodson, commented by Brazilian researchers, and seeks to analyze the course’s prescribed curriculum and narrative curriculum. Important concepts of these studies and the relevance of Oral History are discussed to focus on the actions of subjects in relation to the curriculum. The interviews with teachers and students highlighted relevant dimensions of the prescribed curriculum at a time when the course was centered in the training of teachers for Basic Education, reflecting the development of the area of Mathematics Education in Brazil and the educational legislation from 1996 onwards.
Mathematics Teacher Training; Curriculum; Ivor Goodson; History of Mathematics Education; Oral History