Public Policies of Distance Education in Mathematics Teacher Training

Abstract

This article aims to compare the composition of the teaching-learning training of educators teaching degree in Mathematics in distance mode process. As a case study , is the course of Distance Education of the Federal Institute of Education , Science and Technology of Ceara ( IFCE ) and the State University of Ceará ( UECE ) used . The theoretical and methodological framework that underpins the analysis is a documentary research about public policies for teacher training education that preceded and justified the conception of the political - pedagogical project of two public institutions participating in the study . The delimitation of the study period , 2005 to date , is justified by the fact that this was the year that the Ministry of Education ( MEC ) created the Open University of Brazil and launched the first Call to offer undergraduate courses in distance mode with a view to the expansion of higher education , considering the processes of democratization and access in these services . Through the surveyed information , we conclude that public policies implemented by the Federal Government in IFCE and UECE for teacher education in undergraduate mathematics performance in primary education have a strong background in mathematics content , teacher training directed to the profession , training content from related fields and an education that enables the critical experience of the reality of the education of the country.