MATHEMATICS TEACHER EDUCATION FOR BASIC EDUCACION: IMPLICATIONS OF THE NACIONAL EDUCATION PLAN

Abstract

This article investigates the relationship between public teacher training policies and the training of Mathematics teachers from the 8th Regional Education Coordination (CRE) in Chapecó, with an emphasis on Indicators C and D of Goal 15 (PNE 2014–2024), which address qualifications for lower and upper secondary education. The main research problem is to analyze how the teacher training policies outlined in the PNE have impacted the training of Basic Education teachers. Among the objectives are: to investigate the specific academic background of Mathematics teachers in the 8th CRE region of Chapecó-SC and to evaluate the progress in achieving Goal 15 of the PNE. The methodology has a qualitative approach, based on bibliographic review and field research, including electronic questionnaires applied at two levels: one sent to 38 state schools and another to Mathematics teachers working in the CRE region. We received responses from 23 schools and 38 teachers, and the data were triangulated with theoretical references and data from the PNE Monitoring Panel (INEP). The results indicate that, in Santa Catarina, only 57.38% of teachers have specific training in the subject they teach. Among the respondents, 97% have a degree in Mathematics, 3% teach without adequate training, 57.9% are temporary hires, and only 15.8% have attained a master’s degree.