Abstract
This article tries to interpret what is the place of mathematics in eight Rural Education Bachelor's Degree courses with specialization in Mathematics, from their political-pedagogical projects. We turn our attention to three specific items in these projects: the course objectives, the expected profile of graduates, and the class curriculum components. Taking Moreira and David (2010)MOREIRA, P. C.; DAVID, M. M. M. S. A formação matemática do professor: licenciatura e prática docente. Belo Horizonte: Autêntica, 2010. and Fiorentini and Oliveira (2013)FIORENTINI, D.; OLIVEIRA, A. T. C. C. O lugar das Matemáticas na Licenciatura em Matemática: que matemáticas e práticas formativas? Bolema, Rio Claro, v. 27, n. 47, p. 917-938, 2013. as theoretical framework for the development of the mathematics teaching training and taking the Discursive Textual Analysis from Moraes and Galiazzi (2011)MORAES, R.; GALIAZZI, M. C. Análise Textual Discursiva. Ijuí: Editora Unijuí, 2011. as the method of analysis, we realized that, overall, the type of math that has been prioritized in these courses is the Academic one, we also concluded that the place of mathematics is central and that, in most cases, the contents of mathematical disciplines are dissociated from the social context, from other didactic pedagogical disciplines, and from the teacher's practice.
Keywords:
Rural Education; Teacher Education; Training of Mathematics Teachers; Mathematical Education