Mapeamento e análise da presença da [Educação] Matemática nos Cursos de Pedagogia de Minas Gerais

In this article, we present the results of mapping Pedagogy courses in the State of Minas Gerais, Brazil, and analyzing how they have incorporated mathematics [education]. To this end, a survey was carried out on the e-MEC website for Pedagogy courses in Minas Gerais. Data was crossed from the websites of institutions that offer these courses, which also served as a basis for collecting qualitative data (pedagogical projects, among others). Quantitative data were organized and described using Descriptive Statistics tools. Their analysis and the titles of compulsory disciplines involving mathematics [education] (qualitative data) were carried out based on the assumptions of the Model of Semantic Fields and the study of bibliographies on training in Pedagogy. As results, we point out the lack of data on Pedagogy courses offered by private institutions, low workload allocated to compulsory disciplines that involve mathematics [education], offering of these disciplines, predominantly, from the second half of the course, titles that they privilege methodologies that distinguish Early Childhood Education from the early years of Elementary School and that incorporate theorizations of Mathematics Education. We conclude that there is a need for in-depth analyzes relating the titles with the programs of the disciplines and research involving teacher trainers working in Pedagogy courses.