Views on the curriculum for teacher education in the first higher Mathematics course in Northern Minas Gerais (1968-1978)

Abstract

This article presents looks at the curriculum for teacher education in the first higher education course in Mathematics at the Faculty of Philosophy Sciences and Letters (FAFIL), in the north of Minas Gerais, in the years 1968 to 1978. We conducted an investigation based on narratives of memories and in educational documents of the time. Our objectives were to analyze aspects of these narratives and the documents that present evidence about the adopted curriculum, what was taught and learned in the course in focus and to register our impressions about the type of mathematics teacher who wanted to be trained. In our work, we have honored the methodology of Oral History, with the concern of articulating and making dialogue between oral and written. We conclude that the teachers developed their practices with the objective of training good Mathematics teachers in the perspective of traditional curriculum theories and that the adopted training model was based on rigor, revealing that the teaching and learning of Mathematics were intended for the intellectually gifted.