Abstract:
This article presents the results of research that adopted a descriptive and interpretive approach, by performing a desk review of documents in the set of Curriculum Guidelines for Mathematics courses. It was set within a Baumanian perspective, since it is understood that the movement of solids and liquids configured by Bauman led to an investigation of how these documents were intended to give new shape to the courses and how the new formats may have been understood by the institutions and to thereby investigate its permanence, namely the “legacy solids” which remain in the initial training of teachers of mathematics. It could be observed that there were attempts to melt this solid, in several reforms intended to reshape education. The highlights were the attempts to dissolve some solids, such as dissolving the dichotomy between theory and practice; separation of specific and pedagogical content and the appreciation of the Bachelor degree to the detriment of the Teacher Education of Mathematics.
Keywords:
Teacher education of Mathematics; Curriculum; Liquid modernity; Teacher education