The article delineates the Brazilian system of Professional and TechnologicalEducation and discusses the necessities, difficulties and didactical strategies ofBrazilian teachers relating to mathematical content in technical courses of thearea of Industry in a public school in Brazil. For this we conducted a qualitative study based on technical visits to the school investigated, analysis of curriculaand teacher interviews. The study reveals that, in the different modalities ofprofessional and technical education (concomitant/subsequent), mathematicsis presented in the curriculum as what is called “technological base”, and thatit must, therefore, be part of the students’ education, going beyond merelyinstrumental perspectives of teaching.
|Journal||Revista da FAEEBA|
|State||Published - Apr 2019|