Licenciatura em Matemática da Universidade do Estado do Pará – UEPA e a formação para o trabalho docente no contexto rural de Conceição do Araguaia – PA

Abstract

This article aimed to verify which aspects of teaching practice in the rural context are included in the Pedagogical Course Project (PPC) of the Mathematics Degree course at the State University of Pará - UEPA. To this end, a descriptive and documentary research was developed with a qualitative approach based on the analysis of the history of the legal system contained in the opinion of the National Council of Education CNE / CEB 36/2001, in the reflections of Borges (2012) on the school and teaching practice in rural context and in the proposal of D'Ambrósio's Ethnomathematics program (2019) as a methodological resource to resignify the teaching of mathematics in the rural context. The results show that the PPC of the Degree in Mathematics, UEPA works with a proposal for teacher training with the capacity for intellectual autonomy with knowledge of the socio-cultural reality of the region, which is formed by a considered portion of the rural population. The results reveal that, although the course is not specific to rural education, there are disciplines in which the teacher-educating teacher can problematize and debate the reality and challenges of education for the rural population.