LEGAL FRAMEWORK FOR THE TRAINING OF MATHEMATICS TEACHERS IN BRAZIL: A HISTORICAL ANALYSIS

This article analyzes the historical and normative trajectory of teacher training in Brazil, with an emphasis on the initial training of mathematics teachers.It adopts a historical-critical approach that understands teaching as a social and political construct marked by ruptures, continuities, and institutional reorganizations.The analysis covers the main legal milestones from the imperial period to contemporary curriculum guidelines, highlighting recurring tensions between specific and pedagogical training, centralization and decentralization of educational policies, and social demands for quality education.Finally, the current challenges of teacher training are discussed in light of the technological, curricular, and social transformations that are affecting mathematics education.