The initial training of teachers who teach mathematics: challenges and possibilities through university extension

Abstract

This article aims to point out the potentialities of university extension in the initial training of mathematics teachers. From bibliographical research, carried out in the CAPES Theses and Dissertations Bank and a Systematic Literature Review (SLR), carried out in articles and in the annals of scientific events, the challenges and possibilities of university extension in this formative field will be pointed out. The combination of elements from the quantitative and qualitative research approaches aimed to characterize, in a comprehensive and careful way, the data from different scientific dissemination bases. The qualitative approach had the support of content analysis being presented an analytical description of the content found in the artifacts of scientific dissemination. The results show limits and potentialities for the initial training of teachers who teach mathematics. The limits, the use of university extension actions far from the demands presented by the school ground and the realization of these actions in a casual way and without constituting an educational and inseparable practice. Of the potentialities, the idea that the university extension action can be configured as a stage for the development of a critical training of mathematics teachers, constituting a field of resistance to semi-formative policies that homogenize and determine pragmatic standards for teacher training.