De país de analfabetos ao melhor desempenho escolar no mundo: apontamentos para um estudo sobre a formação de professores de matemática na China (2000-2021)

Abstract

This work consists of an initial research, of an exploratory nature, on the mathematics teachers formation in China, especially teachers of basic education. Through a bibliographic and documentary survey, we make an initial investigation into the links between the mathematics teachers formation in China and the recent data that point to the chinese student’s excellence in international education rankings. We start from the conception of China as an economic-social formation of socialist orientation, evaluated under the method of historical and dialectical materialism. We present an overview of the history of Chinese education and the development of Mathematics Education in the country, a brief summary of its main current characteristics, and investigate the relationship of education with Chinese socioeconomic indicators, which reflect a country in rapid transformation: urbanization, industrialization , rising incomes, reducing inequality and poverty, all indicators highly intertwined with the process of social reproduction for which education is central. We point out the main characteristics of the formation of mathematics teachers, evaluating aspects of initial and continuing education, labor and economic aspects and their professional knowledge. Considering the general aspects of the socioeconomic context of Chinese education, we indicate the main elements of the country's economic development policies and public policies in the area of education that directly affected the Chinese mathematics teachers formation in this century.