Teacher education in context of curriculum: a habermas's proposal in mathematics education

Abstract

This article discusses the work math teacher in the context of curriculum implementation and validation possibilities of a teacher training committed to the development of a subject able to emancipate itself from the perspective of interaction between the worlds lived, cultural and systemic. To do so is taken as the initial reference point the discussion of philosophical and pedagogical rationale of guidelines for guidelines Curriculum of São Paulo, from the paradigm of the Theory of Communicative Action. They attended two teachers who were involved in interviews and footage that characterized his speeches and teaching and evaluation practices before and after an intervention. The intervention consisted of discussions between each of the teachers and the researcher on features and possibilities of interpretation of official guidelines and teaching practices in light of Habermas' theory. Such discussions have proved an analysis feature of the practice that prevents a blind adherence to procedures imposed by the State of São Paulo Education