Public policies on the curriculum for the initial education of teachers who teach mathematics: a discussion promoted by Brazilian Society of Mathematics Education GT 07

This text aims to reflect on the discussions held in regional forums and in the national forum on public policies on the curriculum for the initial education of teachers who teach mathematics through a systematization of what was debated. To this end, we chose to present the referrals prepared by the 14 regions of the Brazilian Society of Mathematics Education (SBEM) that included this subject in their forums, organized by the themes: Institutional Program for Teaching Initiation Scholarships and Pedagogical Residency Program, Curricularization of the Extension in Teaching Degree Courses and National Curriculum Guidelines for the Initial Education of Mathematics Teachers. Subsequently, the discussions held at the national forum in Teresina-PI were systematized. From this perspective, based on Gatti’s ideas, this work intends to bring together and step away from the collective reflections of the authors of this text on what is stated in the DCN-Formation Resolution, recently approved. The research concluded that studies and discussions carried out by the entities are not very much considered in the documents that govern teacher education.