ABSTRACT:
Teacher training in Brazil has been the focus of interest and research in recent decades and has contributed to the understanding and advancement of the area. However, when its direction moves towards Mathematics Fair, research is still incipient. To contribute to this data change, the present study is the result of qualitative research centered on the problem: what teacher training perspectives can be revealed from the written texts from works presented in the category Santa Catarina’s teachers at Math Fair? For this purpose, the corpus of analysis consisted of 38 publications registered from annals, relating to the category Teacher, for the period from 2014 to 2019. The descriptive and interpretative analysis of the corpus revealed that there are different perspectives for teacher training: one is more prominently, closer to practical rationality; another is more related to critical rationality; and, finally, a third one that is related to technical rationality. Therefore, it is possible to evidence a tendency of the lecturing teacher to report practices, which seek to overcome the traditional, prominently valuing the actions from their own successful experiences, but also with a view from the praxis. We conclude by indicating the relevance of discussions in the scope of the Math Fair about the implications of each identified training perspective, as well as suggesting problematizing the Teacher category.
Keywords:
Movement in mathematics fairs network; teacher education; teachers' conceptions