The professionalizing trend in the university: the case of Mathematics Teacher Degree program at UFSCar

Abstract

This paper presents part of a research that studied the Mathematics Teacher Degree program at UFSCar since its creation in 1975. Based on analysis of documents and the curriculum of the program in terms of credit hours allocated to internships, as well as the courses in specific and pedagogic fields, what is most salient is an increase in credit hours dedicated to internships and, consequently to teaching. The paper's aim is to understand this increase using Bourdieu´s theory of field as a reference. The focus on the first program at UFSCar helps us to discuss a professionalizing trend in the university.

History of Mathematics Education; Teacher Education; UFSCar's Mathematics Teacher Degree Program; Scientific Field; Professionalization