A HE TRAINING OF MATHS TEACHERS: CHALLENGES, INNOVATIONS AND EDUCATIONAL POLICIES IN THE AMAZONIAN CONTEXT

Abstract

The training of Mathematics teachers in Brazil, particularly in the Amazonian context, faces complex challenges related to traditional pedagogical methods, structural difficulties, and regional inequalities. This research investigates how new methodologies, technologies, and educational policies can contribute to more efficient teacher training tailored to regional specificities. The general objective is to analyse the pedagogical innovations, management policies, and methodological approaches that impact the preparation of future Mathematics teachers, focusing on the Amazonian context. The study employed bibliographic research with a qualitative approach and a deductive method, enabling a critical analysis of pedagogical practices and public policies. The findings revealed that active methodologies, such as problem-solving and gamification, combined with the use of digital technologies, enhance Mathematics teaching and learning. Furthermore, effective educational policies, such as continuous teacher training programmes and professional appreciation, were identified as essential for transforming the educational landscape. The study also highlighted the importance of integrating local knowledge and contextualised pedagogical practices, valuing Amazonian culture and strengthening the role of teachers as agents of change. It concludes that the articulation between methodological innovation, technology use, and structured public policies is fundamental for the training of Mathematics teachers, offering concrete solutions to challenges faced in the Amazon and Brazil.