Continuing education for Mathematics Teachers: insights from a comparative analysis of the Salvadoran CFD and the Brazilian GESTAR II

Abstract

This study examines the conceptions of Mathematics Education and large-scale public policies for continuing teacher education through a comparative dialogue between the Teacher Training Course (CFD) in El Salvador and the GESTAR II Program in Brazil. The research expands upon discussions derived from a master’s thesis concerning these programs. The methodology follows a qualitative approach, grounded in Comparative Education and Oral History. The process involved documentary analysis and interviews with the programs’ authors to reconstruct the historical, social, political, and educational contexts of each country, as well as their interpretations regarding the development of the courses. The findings suggest that integrating oral narratives with comparative analysis allows for a more profound understanding of the theoretical frameworks underpinning teacher education. Furthermore, the results provide a description of the mathematics courses and reveal how the authors’ understandings of mathematics education and professional development influence the structure of educational policies. Finally, this study aims to serve as a foundation for future research focused on the qualitative analysis of public educational policies in the region.