Panorama das pesquisas sobre formação de professores que se ancoram na Teoria Antropológica do Didático

Abstract

The objective of this study is to analyze works on the training of mathematics teachers, both initial and continuing, based on the theoretical-methodological constructs of the Anthropological Theory of Didactics. This is a qualitative, state-of-the-art investigation that analyzed national and international scientific journals, of notorious relevance to the area of Mathematics Education, from 2011 to 2020. The main results point to an evolution not only quantitative, but also qualitative research on the subject, distributed in four main categories: conceptual aspects of ATD used for the analysis of teacher training; mathematical and/or didactic praxeologies necessary for teacher training; methodological proposals for teacher training and works of a bibliographic nature. The studies also indicate the need for a more pertinent exploration of the technological-theoretical block, still absent in teacher training institutions, as well as a better description of the methodological itineraries of the training proposals anchored in the theory in question.