Initial training of mathematics teachers in Brazil in the 21st century: policies and statistics

Abstract The initial training of mathematics teachers is discussed based on the comparison of statistics from undergraduate courses in Brazil with the reports of a sample of teacher educators. Methodologically, this research presents a study that made use of descriptive statistics to collect and analyze data from Brazilian higher education in the period between 2000 and 2019 from a documentary research and thematic analysis to analyze semi-structured interviews carried out with a non-probabilistic sample of PIBID course coordinators and subproject coordinators. The results show that the growth of vacancies was not accompanied by the increase in tickets, which increased idle vacancies. In the private sector, it was found that there is a substitution of the face-to-face modality for the remote modality. This modality even grew more than face-to-face, surpassing it in 2007 and becoming the preferred teaching modality for the training of mathematics teachers in Brazil. The survey participants interviewed had very positive opinions about PIBID, indicating that it reduces dropout and idle vacancies, but does not impact student retention in the course. Comparing these reports with the statistical data shows that, despite being necessary, the PIBID was not enough. In addition to not serving all students, this policy does not consider extrinsic factors that impact the attractiveness of the teaching career, such that structural changes in schools and in the working conditions of teachers are requirements for an improvement in the training of mathematics teachers.

摘要 本研究基于巴西2000至2019年本科课程统计数据与教师教育者样本报告的对比，探讨数学教师职前培养相关议题。在方法论层面，本研究通过文献研究收集并分析该时段巴西高等教育领域的相关数据，采用描述性统计方法完成数据采集与分析；同时针对非概率抽样选取的PIBID课程协调员与子项目协调员开展半结构化访谈，运用主题分析法对访谈资料进行深度解读。研究结果显示，课程名额的扩张并未伴随师资供给的同步提升，由此导致空置名额持续增加。在私立高等教育场景中，研究发现远程教学模式已逐步取代面授教学模式，该模式的发展规模甚至超过面授模式，于2007年实现反超，成为巴西数学教师培养领域首选的教学形态。受访调研对象对PIBID给予了高度正面的评价，认为该项目可降低学生辍学率与课程空置名额，但对课程内的学生留存率并无显著影响。将上述报告与统计数据进行对比后可见，尽管PIBID具备必要性，但仍存在明显局限：该项目不仅无法覆盖全体学生，也未考量影响教师职业吸引力的外部因素。由此可见，若要推动巴西数学教师培养质量的提升，还需推进学校层面的结构性改革，并切实改善教师的工作条件。