Entre movimentos, inclusive os sociais: reflexões sobre políticas de conhecimento e de identidade na formação de professores de matemática

Abstract

This article proposes a discussion about knowledge and identity policies demanded and promoted in mathematics teacher training courses. Along with the learning takes place in the encounter between social movements, the Degree courses in Rural Education and the training of mathematics teachers, thoughts are promoted on the political and identity positions taken in the training processes of mathematics teachers, pointing to the contributions of the alignment of these positions to the demand of historically subordinated collectives, such as popular urban sectors, peripheries, indigenous people, black people, adults and elderly, peasants, sexual identities, regional people, generational identities and so many other diversities that make up the territorialities in which these courses are located or in which the professionals of this training will be able to act. We defend a mathematical education that takes a radical positioning in the face of resistance that teacher training courses have to recognize social, ethnic and racial groups in their knowledge policies, in valuing their struggles as guidelines for the construction of identity policies not only for these groups, but also for the mathematics teachers themselves when they are trained in places that make theses struggles reverberate.