Formação de professores/as da matemática e a educação do campo: documentos oficiais em análise (1996-2019)

Abstract

This dissertation is the result of studies conducted in the Master's Course in Education, in the Graduate Program in Education at the Federal University of Amazonas, in the period from 2019 to 2021, was carried out with the support of the Foundation for Research Support in the State of Amazonas (FAPEAM), through the granting of scholarships. The interest in the research theme was due to the various comings and goings to the training status of the School of the Earth Program in the Project of the Course of Improvement in Education of the Field Pedagogical Practices of Faced/UFAM. Thus, the following problem arose: How are the principles/guidelines of Field Education included in the official documents dealing with the training of teachers of Mathematics and Field Education, in the period from 1996 to 2019, at the federal level and the municipality of Manaus (AM)? , which to answer it and give progress in this research, we define the general objective: to analyze the official documents dealing with the Formation of Profesores/as of Mathematics and Field Education, in relation to the principles / guidelines of Field Education, in the period from 1996 to 2019, at the federal level and the municipality of Manaus (AM) . Specific objectives: Historicizar mathematics, field education and teacher training; to examine the legal aspects of Teacher Training and Field Education, in the period from 1996 to 2019, at the federal level and in the municipality of Manaus/AM. The methodological procedures were: bibliographic research with the authors: Almeida (2011), Arroyo (2006; 2011), Arroyo; Caldart and Molina (2011), Borges (2010; 2013; 2015; 2016), Boyer (1996), Caldart (2015; 2017), D' Ambrosio (2008, 2020), Dourado (2015; 2016), Fiorentini (1995), Fernandes and Molina (2004), Fernandes; Cerioli and Caldart (2011), Gatti (2015), Gatti et al., (2019), Ghedin; Oliveira e Almeida (2015), Marx (2010), Moreira (2019), Saviani (2012; 2013; 2019), Saviani (2008, 2009), Silva; Angels; Molina and Hage (2020), Pontes (2019) and Pimenta (2012), and in the documentary research: LDBEN No. 9,394/1996, Decree No. 7,352/2010, Guiding Document of the National Field Education Program - PRONACAMPO/2013. Law No. 13,005/2014, Resolution No. 02/2015, Resolution No. 02/2019, Municipal Law No. 2000/2015 and Resolution No. 005/CME/2016. To analyze the collected data, we used the Bardin Content Analysis method (2016), seeking to analyze the legal aspects of Teacher Training and Field Education. It was verified in the documents analyzed the recognition of the sociocultural diversity of the peoples of the field, characterized as an advance in ensuring access to public policies for the subjects of the field. Although it has made progress, which is contained in these official documents, not all the principles/guidelines of Field Education are contemplated. For, in the process of drafting these official documents, which took place in the class struggle, most of the proposals defended by the current system prevailed.