Teacher trainers who teach mathematics in Pedagogy courses in Brazil: after all, what is the profile of these teachers?

Abstract

This study aims to outline a profile of mathematics teachers working in Pedagogy courses at federal public universities in the country, based on the professional trajectory and training aspects of these teachers. The research was developed employing a qualitative approach, which administered a questionnaire with open and closed questions as a method for data production, as well as an analysis of the Lattes resumes of the trainers participating in the study. 59 teachers from 47 universities in Brazil working in the field of mathematics education in Pedagogy courses participated in the research. In general, it was identified that there are a small number of trainers who have the proper profile to be mathematics educators, suggesting the possibility of other professionals from different areas to act as mathematics trainers in the teacher training courses. Furthermore, it was evidenced that mathematics teachers in Pedagogy courses have distinct training profiles, especially concerning the areas of knowledge in which they obtained their postgraduate degrees. This indicates that these teachers carry a range of knowledge acquired through unique and specific training experiences related to their respective areas of study.