Tocantins Forum for the Initial Training of Mathematics Teachers (FTPEM): actions, challenges, and reflections

Abstract

This article analyzes the discussions from the 1^st Tocantins Forum for the Initial Training of Teachers Who Teach Mathematics (1^st FTPEM), held in 2021, and the 2^nd FTPEM, conducted in 2023. Both events were organized by the Brazilian Society of Mathematics Education (SBEM), Tocantins region, and the analysis is based on the reports from the Discussion Groups (DGs). The primary objective of these forums is to identify emerging categories and challenges from the dialogues surrounding the topics addressed. To achieve this, we employed documentary analysis as the methodology, guided by the framework of content analysis proposed by Lüdke and André (2020) and Bardin (1977). The findings underscored several critical points: the need for stronger collaboration between teacher training institutions and the education system; greater integration of scientific knowledge with diverse and inclusive teaching practices; and the alignment of initiatives such as the Institutional Teaching Initiation Scholarship Program, the Pedagogical Residency Program, and supervised internships. Additionally, the discussions highlighted the pressing demand for increased investment in education and the development of public policies aimed at enhancing teacher training and professional practices for teaching Mathematics.