Training of mathematics teachers for diversity(s) in the Escuela Normal Superior del Estado de México (ENSEM)

Abstract

The scientific initiation project has as its general objective: to recognize the "times" and "spaces" of initial training of mathematics teachers for diversity(s) (in particular ethnic-racial, religious, sexual and gender relations) present in the normative and curricular documents of the Escuela Normal Superior del Estado de México (ENSEM) - a Mexican institution for the training of mathematics teachers -; as well as identifying some of the theoretical aspects that guide the treatment of these themes in the courses investigated. In this sense, we define the following specific objectives: (I) to build a systematic literature review from the CAPES journal portal on the training of mathematics teachers for diversity in Mexico; (II) to identify in the educational and curricular reforms of basic education the treatment of issues related to diversity(s), as well as the main educational programs and projects aimed at this issue(s); (III) To constitute a descriptive overview of the main milestones and trajectories of ENSEM in the history of Mexican education; (IV) to characterize in the context of the investigated course the presence of the treatment of issues of diversity(s), as well as its main pedagogical aspects - such as the profile of graduates, objectives of the course, curricular structure among others; even its actions focused on affirmative policies. The research is characterized as qualitative in exploratory and descriptive education. To this end, a systematic literature review will be carried out using dissertations and theses, bibliographic and documentary analyses as a source of data. Data analysis will be done through content analysis with the support of NVivo software.