THE TEACHER WHO TEACHES MATHEMATICS IN THE EARLY YEARS: AN OPENING TO CONTINUOUS HISTORICAL EVENTS

Abstract

In this text are exposed historical aspects of the teacher training of the initial years of elementary school. From a philosophical-hermeneutical perspective, light is shed on meanings attributed to the term formation. With the understandings made possible by the interpretative-reflective study, it is evident historical records to Pedagogy as a locus of academic formation of this professional. It presents a description of what came as an inheritance of the historicity of these courses, explaining understandings about how mathematics presents itself in such graduation. As a comprehensive synthesis, it should be emphasized that Pedagogy will always remain in its constitution, given that the identity of the course as teacher's trainer in the early years, and even more so, the mathematics teacher, is on the way, leaving open possibilities for teacher training to take place.