Rios de ressignificação: (des)construções curriculares na constituição de Projetos Pedagógicos Curriculares de um curso de Licenciatura em Matemática a partir das resoluções do Conselho Nacional de Educação/Conselho Pleno de 2002, 2015 e 2019

Abstract

In the Brazilian context, guidelines and orientations for teacher education are established by the National Council of Education (NCE) through resolutions aimed at standardizing teaching policies and practices. Over the years, CNE resolutions have undergone updates and revisions, reflecting some of the changes and demands of society and education. In this sense, this dissertation aims to understand the processes and effects of the re-signification of curricular guidelines for teacher education, materialized in the Pedagogical Project of a Mathematics Teaching Degree course. The theoretical framework of this research uses concepts such as Problem-Posing Education, Dialogicity, Creative Insubordination, Responsible Subversion, and Collaboration. These concepts are essential for understanding teacher education practices and curriculum construction in the investigated context. The methodological approach adopted in this research is qualitative, using documentary research and semi-structured interviews. Data analysis was conducted through Discursive Textual Analysis (DTA), allowing for an in-depth understanding of curricular perspectives and processes of Creative Insubordination present in the Pedagogical Projects of the Mathematics Teaching Degree course at UFGD. The results of this investigation are materialized in the production of meta-texts titled in Study 1 as "Interweaving Knowledge: the complex journey of teacher education in the education network" and "Knowledge Networks: legal and institutional influences on teacher education under power dynamics", highlighting that the different curricular perspectives present in CNE/CP resolutions are not necessarily mutually exclusive, and can coexist in the same educational policy. In Study 2, reflections emerge on the "(Survival)Experiences of the Mathematics Teacher Subject", where the Curricular Pedagogical Project of the year 2024 seems to have been the most proactive in seeking creative insubordination, due to the contradictions found in the CNE/CP resolution of 2019, evidencing a paradigm shift in education, which seeks awareness and reflection on diversity, culture, inclusion, teaching, and learning in contemporaneity. In Study 3, the meta-text "Auto(Trans)formations of the teacher educator: a continuous process of knowledge articulation for knowledge fluency" stands out, which emerged from interviews conducted with 7 members of the Structuring Teaching Nucleus, representing the sub-areas of Mathematics Education, Statistics, Pure and Applied Mathematics. In concluding the study, we observe that teacher education in the Mathematics Teaching Degree course at UFGD is a dynamic and continuous process, characterized by constant adjustments and adaptations. Creative insubordination acted as a driving force in this process, promoting continuous renewal and adaptation of the course's identity in line with educational demands. In concluding the research, we emphasize that the interaction between curricular perspectives in CNE/CP resolutions and creative insubordination manifested in the Pedagogical Projects and by the NDE reveals a complex network of influences on educational policies and curricular practices, highlighting the importance of flexibility, innovation, and creativity in teacher education, especially in a constantly changing context like that of Mathematics Education.