POLÍTICAS PÚBLICAS EDUCACIONAIS E A FORMAÇÃO DO CIDADÃO NA PERSPECTIVA DA EDUCAÇÃO MATEMÁTICA

To think and promote the teaching of mathematics aimed at the formation of the citizen, whether in basic education or higher, requires to explicit, firstly, the intentionality of teaching, aspect that who remit the discussion to the issue of teacher training. In his initial training, the future teacher it appropriates to knowledge and practices relating to mathematics and its teaching that to RPEM, Campo Mourão, Pr, v.1, n.1, jul-dez. 2012 112 constitutes the teacher, that is, his conceptions, ideologies, intentions and ways of promoting the teaching practice in the classroom. In the process of forming, the subject becomes math teacher in the context of the formative experiences lived, whether activities focused on promoting citizenship or oppressive and exclusionary practices. In order to overcome exclusionary practices in Mathematics, appears in the decade of seventy the Mathematics Education, which provides professional dimension emancipatory education, critical, reflective, ie, to side the formation of the citizen. Therefore, teacher training and civic education must be articulated at the time that require promotion and regulation of public policies, the central issue in this debate. That said, I seek, from this text, to deflagrate reflections on the limits and possibilities of educational policies with regard to the formation of the citizen in the perspective of Mathematics Education.