Regional Forums for the Inicial Training of Teachers who Teach Mathematics: Emergent Aspects

Abstract

This article aims to identify and analyze the emerging needs of the Regional Forums for the Inicial Training of Teachers who Teach Mathematics, based on the work developed by the eight Regional Boards that are part of the Brazilian Society of Mathematical Education. A qualitative approach was adopted, based on documentary and bibliographical research. The main demands identified in these regional meetings are the need for greater integration between theory and practice, the revision of curriculum policies, the recognition of teaching knowledge, and the strengthening of teaching program degrees to respond to socio-cultural diversity. In addition, discussions emerged about the precariousness of teaching, the lack of incentives to enter the teaching profession, and the need to strengthen the professional identity of mathematics teachers. The discussions held in these regional meetings can contribute to the construction of public policies for teacher education.