Elementos do saber profissional no ifpe (2010-2025): análise da matriz currícular do curso de licenciatura em matemática no Campus Pesqueira

Abstract

This study describes and analyzes the organization of the curriculum of the Mathematics Teacher Education Program at the Federal Institute of Pernambuco (IFPE), Pesqueira Campus, from 2010 to 2025, focusing on the elements of teachers’ professional knowledge. The general objective is to investigate how the course disciplines articulate the elements of professional knowledge, the mathematics to teach, and the mathematics for teaching, contributing to the construction of the professional identity of future teachers.Grounded in the perspective of the History of Mathematics Education, this qualitative research adopts documentary analysis as its methodology, using as its main sources the Course Pedagogical Project (PPC) and the course syllabi. In the analysis, categories are identified that highlight the articulation between mathematical content, pedagogical practices, and formative experiences, which are fundamental to teacher education.The results indicate that the analyzed syllabi reveal evidence of the articulation between the mathematics to teach and the mathematics for teaching throughout the program. However, it is expected that this research will contribute to understanding how professional knowledge is structured in the initial education of mathematics teachers, offering support for reflections on teaching practice and on curriculum organization in federal institutes.