Theoretical-practical relationships in mathematical training provided to Early Elementary School Teachers: old and new challenges

Abstract

Studies available in the literature have repeatedly emphasized the need of rethinking the training provided to early elementary school teachers, most specifically to Mathematics teachers. For decades, the training provided to these professionals has been a field of disputes over concepts, wherein ambiguities, contradictions and uncertainties found in the current legislation on teachers’ training in Pedagogy courses result from attempts to combine different interests. CNE/CP Resolution n. 02/2019 (BNC-Training) carries a training perspective focused on competence-based teaching, which is supported by technique and content, and compromises the theory-practice unity idea taken as social praxis. The aim of the current study is to address praxis in the mathematical training provided to early elementary school teachers, based on research conducted at State University of Piauí; such a research focused on the investigation about the theoretical-practical dimension of the training process adopted by Pedagogy courses. Interviews were conducted with teachers; a focus group was conducted with students. Based on data analysis, teachers’ training - based on the theory-practice unity perspective - contributes to reflections about the meaning of being a teacher, as well as guides future teaching professionals in their critical thinking. However, such a perspective tends to be erased by attempts to impose technical perspectives about training that were brought forward in this ‘new’ legal document.