QUESTIONING THE FORMATION OF TEACHER OF MATHEMATIC: SOME DISPLACEMENTS

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, among

others, 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 2006

fomented and sponsored by CNPq and FAPEMIG, coordinated and oriented Professor Sônia

Maria Clareto and continued with other approaches in my graduated course.