A habermasian view at the silencing of training to evaluate in the national curriculum guidelines for mathematics teacher education

Abstract

This article reports a research that seeks to analyze, according to the Theory of Communicative Action, the National Curriculum Guidelines for the Initial and Continuing Education of Higher Education Teachers for Basic Education and the Curriculum Guidelines for the Degree and Bachelor of Mathematics courses. Methodologically defined as documentary analysis, the research is based on the search for evidence, guidance, prescriptions, and/or mentions related to the commitment to train teachers to evaluate learning in mathematics teaching. The results show characteristics of valuing specific knowledge in mathematics, characteristic of training models based on technical rationality, and omission in relation to knowledge linked to the practice of learning assessment as a formative need for future mathematics teachers.