Mathematical education of future teachers of the initial years: a study on the Pedagogy courses in the state of Bahia, Brazil

Abstract

The educational reality, in terms of learning mathematics, has been the subject of research from different perspectives, from initial or continuing teacher training to student learning. With the aim of investigating the Mathematics listed in the syllabuses of Pedagogy courses and their connections with the National Common Curriculum Base - BNCC, this article sought to answer the following question: What are the approximations and distances between the BNCC guidelines for teaching Mathematics in the early years and the syllabuses of Pedagogy courses at universities in the state of Bahia? In order to answer this question, an analysis was carried out of the BNCC's guidelines, looking at the thematic units and the respective contents and skills to be developed in the early years, and the syllabuses of the Pedagogy courses at public universities in the state of Bahia, with the aim of reflecting on the mathematics that has been covered in these documents. The analysis led to the conclusion that the course syllabuses have focused on theories and methodologies, and although I agree with their importance, I would argue that the focus should not be restricted to them.