QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS
Keywords:
Educação Matemática, Subjetividade, Formação de Professores, Deleuze.Abstract
The present article proposes a discussion about the formation of teachers of
Mathematics. At the beginning I present a humanistic, Pythagorean and Platonic vision of the
formation, as seen by some authors: initial and continuous education and the predominance of
the Cartesian method in the formation of Mathematics aiming at the ideal teacher of
Mathematics. Following that I criticize briefly the initial and the continuous formation based
on Descartes’ idea which is largely used in academia – responsible for the formation of
teachers of Mathematics – and I contrast with humanist authors such as Nietzsche and
Deleuze who offered me concepts such as coming to be, Bildung, self becoming, amongothers, and leaks used by Descartes to increment this discussion. As new openings, I propose
alternative ways to think the formation of Mathematics Educator. My initial studies about the
formation of teachers of Mathematics were set on the scientific research project SchoolSpace: the school as a space of the formation of the teacher of Mathematics, started on 2006fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor Sônia
Maria Clareto and continued with other approaches in my graduated course.
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