ABSTRACT:
This paper develops from discursivities concerning theory and practice that go along with teachers training. Taking Michel Foucault’s theorization, Ludwig Wittgenstein’s latter thought and studies on contemporary teaching as analytical inspiration, this research describes the meaning ascribed to theory and practice on Mathematics’ teachers training courses, analyzing how they have been providing teaching that corroborate dichotomous utterances about these dimensions. The research material was provided by means of semi-structured interviews with Mathematics teachers who teach on Mathematics degree courses in the South of the country. The analytical movement performed exhibits that, as mathematical and educational knowledge are ascribed only in one of these dimensions, ways of teaching that prioritize what lies either on the concrete and the daily or on the abstract and the formal are settled, thus naturalizing and corroborating the dichotomy theory-practice on teachers training.
Keywords:
Mathematics Education; Dichotomous utterance; Teachers training; Theory and practice
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Source: Prepared by the authors from the research material (2019).
Source: Prepared by the authors from the research material (2019).
Source: Prepared by the authors from the research material (2019).
Source: Prepared by the authors from the research material (2019).
Prepared by the authors from the research material (2019).
Source: Prepared by the authors from the research material (2019).