História e contribuições do curso de licenciatura em matemática do CERES para a formação docente no Seridó Potiguar

Abstract

This work investigates the history and contributions of the Mathematics Degree Course at the Seridó Higher Education Center (CERES), at the Federal University of Rio Grande do Norte (UFRN), for teacher training in the Seridó Potiguar region. With a qualitative and interpretative approach, the study analyzes documentary sources, including institutional archives from CERES, Memorial Padre Tércio, Historical Documentation Laboratory and digital repositories such as CREPHIMat. The research contextualizes the course throughout its historical trajectory, from before its creation as a Short Degree in Sciences following a policy of internalization at UFRN, until its consolidation as a Full Degree in Mathematics. The analysis highlights the curricular changes that were influenced by national guidelines and local demands, which shaped the teacher training profile. The work also exposes the historical and cultural importance of Mathematics as a discipline. The analysis of the course creation movement includes a survey of curricular components and official documents, showing how teacher training was adapted over the decades to meet regional and national demands. CERES emerges as a strategic agent in strengthening mathematics education in the region, directly contributing to the qualification of professionals trained to teach in basic and secondary education, highlighting the relevance of teacher training in synergy with the social and institutional contexts in which the course is entered