O processo histórico de disciplinariza？？o da Metodologia do Ensino de Matemática

since the early decades of the 20th century, one can note the presence of a discipline whose constitution, operation and objectives are aimed at teaching how to teach mathematics. historically, the course methodology of mathematics teaching has appeared in university programs aimed at preparing mathematics teachers under various different names. throughout such changes, the backgrounds and features of that course have been changing. using a research methodology based on documental analyses and oral history, and as a theoretical reference the studies of andré chervel (1990), the goal of this study was to understand the historical process of disciplinarization of the methodology of mathematics teaching in undergraduate courses to prepare mathematics teachers in public universities in the state of s？o paulo (usp, unicamp and unesp-rio claro), seeking to understand the origin and the historical development of that course, identifying contents and methods proposed as well as the changes the course has undergone.