A study on the Socio-Political-Cultural Dimension from the VIII National Forum for Initial Teacher Education who Teach Mathematics

In this paper, we discuss the socio-political-cultural dimension identified in syntheses produced by discussion groups that addressed specific sociocultural contexts in regional forums for teacher education in mathematics organized by SBEM. Theoretically, we draw on assumptions from the Rural Education Degree (RED), Quilombola School Education Degree (QSED) courses, and Intercultural Indigenous Degree (IID), as indicated in normative frameworks related to the Education Teachers. We analyzed 14 syntheses submitted to Discussion Group 05 of the VIII FPMat. We based our data analysis on the axis: "The socio-political-cultural dimension.": diagnosis, challenges, and proposals.” As a result, we highlight the need to expand discussions about specific sociocultural contexts and marginalized groups in the RED, QSED, and IID courses and Mathematics and Pedagogy teacher education programs.