An analysis of the nature of the knowledge disseminated by a mathematics teacher training policy: The PROFMAT case
Résumé
This paper discusses the nature of the knowledge disseminated by the Brazilian public policy PROFMAT for training teachers on natural numbers, based on the analysis of one of the textbooks that outline the formative activities developed in this program. This discussion was structured and developed from a conceptual and analytical model of the mathematical knowledge of teachers- Mathematics Teacher's Specialized Knowledge (MTSK). The analyses and discussions developed suggest that this public policy favors only part of the knowledge taken by the literature as essential for the practice of the mathematics teacher in the school.
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