Abstract
The formation of mathematics teachers to work in the early years of basic education is the focus of this research, and the goal is to analyze the curriculum of Pedagogy courses in institutions of the Paraná state, and to check the time available for training in the field of mathematics. As a methodological approach, we used documentary research, with an analysis of curriculum of 59 (fifty nine) institutions offering the Pedagogy course, focusing on mathematics training. It was found that there are relevant studies in the overall degree in mathematics from future education; however, there are a large number of courses that include a reduced workload in the background of mathematics. We conclude that the curriculum matrices for teachers' formation in the state of Paraná has shown a timid approach to math education.
Keywords:
Higher education; Curriculum; Pedagogy; Mathematics education; Initial teachers' training
