Normativas para a formação de professores e a Licenciatura em Matemática da UFJF nos anos 2000

Abstract

This research was developed within the scope of the Programa de Pós-Graduação em Matemática at the Universidade Federal de Juiz de Fora (PPGEM - UFJF). The main objective of this research was to investigate the transformations that occurred in the Mathematics Licentiate degree program at UFJF during the first decade of the 2000s, a period in which changes in federal legislation aimed to give licentiate degree programs a distinct identity related to teacher training for Basic Education. This is a qualitative research study, whose theoretical and methodological framework was Cultural History. Thus, the main sources of this research included federal laws, decrees, resolutions, and opinions, as well as the University's internal guidelines, the course's Pedagogical Projects, and interviews with professors who were present during these changes. Among the findings, it is worth highlighting that the changes analyzed focus on establishing a distinct identity for the Mathematics Licentiate degree program, differentiating it from the Bachelor's degree in order to provide teacher training more suited to legal requirements. This is the case, for example, of the drafting of the 2006 Institutional Pedagogical Project, which sought to move the licentiate students' contact with pedagogical courses forward to the third period of the program, in an attempt to break with the then-prevailing "3+1" model. This was, however, a partial rupture: the fragmentation among the departments involved and the effective integration between theory and practice remained challenges that were not fully overcome by the reform. In the context of a professional master's degree, this research also resulted in the creation of an Educational Product, in the form of a book that explores the specificities of teacher training in a comprehensive way, geared towards undergraduate students in Mathematics.