A Alfabetização Matemática em Cursos de Pedagogia

This article aims to present the results of an investigation into how mathematical literacy is understood and worked on in Pedagogy courses at federal universities in Minas Gerais. To do this, we adopted a qualitative approach and carried out interviews with teachers, administered questionnaires to students from four institutions in Minas Gerais, in addition to analyzing the political-pedagogical projects of these courses and the syllabi of subjects related to the teaching of mathematics. The results showed that mathematical literacy is worked on within the disciplines analyzed and that all participating universities were concerned about offering their students contextualized mathematical training. However, there is no consensus among them on what mathematical literacy actually is. Even so, all teachers and a large part of students believed that it is something that goes beyond teaching algorithms, and that it should be worked on in a contextualized way to the students' reality, so that they can make use of mathematics in their daily lives, critical way.