Abstract
This paper analyzes the PROFMAT curriculum from the procedural and decentralized perspective of Sacristán (1998SACRISTÁN, J. G. O currículo: uma reflexão sobre a prática. Porto Alegre: ArtMed, 1998., 2013SACRISTÁN, J. G. O que significa o currículo. In: ______ (Org.). Saberes e incertezas sobre o currículo. Porto Alegre: Penso, 2013. p. 16-38.), adopting as references researches which aim was to study the teacher's knowledge needed to teach mathematics in basic school. Therefore, we analyzed: the academic project of this course; textbooks belonging to "PROFMAT Collection" used in the disciplines; data from classroom observation, the national schedule of disciplines; questionnaires answered by academics; and classroom assessments. From the analysis we conclude that there is no close connection between the elements that make up the PROFMAT curriculum and its intended goals, since these goals are not consubstantiated in the teaching material used in the classes, or in the curriculum modeling process by teachers and its development in the classroom, nor in the curriculum "accomplished" and "evaluated" especially because PROFMAT curriculum phases are not directly related to the math teacher of basic education practice.
Keywords:
Curriculum; Mathematics Teacher Training; Professional Master; PROFMAT