Neste artigo busca-se re-significar o termo letramento contemplando-o no processo de formação de professores para ensinar matemática. Após definir o termo letramento crÃtico para a docência em matemática, apresenta-se uma análise dos Projetos Pedagógicos dos Cursos de Licenciatura em Matemática e Licenciatura em Pedagogia, ambos da UEPG. Indicam-se as diferentes possibilidades de interpretação dos Projetos Pedagógicos dos referidos cursos, destacando-se aspectos que podem comprometer ou consolidar um letramento crÃtico para a docência em matemática.
The present study aimed at searching for a new meaning to the term literacy in the process of Math teacher education. After defining the term critical literacy for the teaching of Math, the study aimed at analyzing the Political Projects of Math Teacher Education Courses. Special attention was given to the Political Projects of Math and Pedagogy Teacher Education Courses from the State University of Ponta Grossa (Brazil). Not only the course contents but also the National Guidelines for Teacher Education Courses were examined from a critical literacy perspective. In addition to the Political Projects of Teacher Education Math Courses, the profile of the future professional that will act in Basic and Higher Education was analyzed. The outcomes demonstrate that there are different interpretations of the Political Projects of the courses that can either compromise or consolidate critical literacy for the teaching of Math.
