Formação de professores que ensinam Matemática em contextos indígenas, quilombolas e do campo: reflexões a partir do Fórum Regional de Professores que Ensinam Matemática (SBEM)

Abstract

This article presents reflections developed within the Discussion Group on the education of teachers who teach Mathematics in Indigenous, Quilombola, and rural contexts, held during the IX Regional Forum on Initial Teacher Education for Mathematics Teachers in Rio Grande do Sul (RS), Brazil. The paper discusses historical, curricular, and political challenges related to teacher education for traditional communities, using Rural Education as a reference point and considering its potential implications for other contexts. Based on the group's discussions and dialogue with policy documents and theoretical frameworks, the article problematizes the invisibility of these contexts in teacher education programs and advocates for teacher education processes that integrate teaching, research, and extension activities, while expanding pre-service teachers' experiences in Indigenous, Quilombola, and rural schools. It concludes that teacher education should recognize the plurality of mathematical rationalities and foster dialogue between academic knowledge and traditional knowledge, thereby strengthening curricular justice and epistemological diversity.