THE PPGEM AND THE ONGOING MATHEMATICS TEACHER TRAINING IN THE 1980s

Abstract

This article aims to present the training of mathematics teachers in the 1980s, as well as to expose that this period is important and complex for Mathematics Education, as a result of debates and discussions about the situation of Mathematics Teaching, the creation of PPGEM, the events I and II ENEM, SBEM, and how Modern Mathematics Movement (MMM) influenced textbooks. To do so, we based ourselves on two dissertations defended by PPGEM in the 1980s, which fall within the phenomenological perspective. One authored by Mendes da Silva (1987) and the other by Imenes (1989), both seek to present the debates that were ongoing, revealing the obstacles faced and experienced in everyday life by teachers who taught mathematics in Basic Education. We adopted the hermeneutic-phenomenological perspective as our research methodology. The question that guides this study: What does the research carried out at PPGEM in the 1980s, from a phenomenological perspective, say about the training of mathematics teachers? We understand that teacher training during this period was ongoing; however, it shows that thinking about training requires (re)thinking Teaching, that is, looking at the curriculum, textbooks and pedagogical practices.

Keywords:
Teacher Training; Phenomenology; Teaching; Learning