“Aí a gente fica numa sinuca”: currículo da licenciatura em educação do campo como práticas de significação

Abstract

This paper discusses ways in which students of the Undergraduate Course in Rural Education - Mathematical Qualification at UFMG understand its curricular proposal, especially with regard to the mathematics education offered, and its relationship with the teaching practices of Mathematics in Rural Education. This discussion is based on the analysis of several interactions that occurred in the mathematical content classes of this course, and focuses here on one of many of those in which one may identify the mobilization of discourses that echo Freirian principles, demands of the struggle for Rural Education and the pedagogical tradition of school and urban mathematics teaching. The mobilization of these discourses in the considerations and arguments of students and trainers allows recognizing a way of understanding the curriculum as significance practices of Rural Education and Mathematical Education, and their repercussion in the cultural and political engagement of subjects in their construction.