Abstract: Teacher training and the curriculum for basic education have been a recurring theme in the field of research, in the context of Brazilian education. Thus, the article seeks to propose reflections on the curricula of the Mathematics teacher training courses at IFCE and their implications for professional practice, considering the theoretical and practical dimensions. The research is anchored in the qualitative approach of an exploratory nature, resorting to bibliographic study and documentary research. The literature review was based on publications from the CAPES Periodicals Portal in the period between 2018 and 2022, being chosen because it provided publications that fit into the aspects of theory and practice with dialogicity in Mathematics. In addition, a documentary analysis was carried out of the Political-Pedagogical Projects of the Mathematics Degree courses at the campuses of Caucaia; Maranguape; Sobral; Maracanaú; Canindé; Juazeiro do Norte; Cedro; Crateús and Fortaleza of the Federal Institute of Education, Science and Technology of Ceará. The results were organized into two axes of analysis, which address: a) The teacher training process and the epistemology of curriculum praxis and b) The theoretical and practical dimensions in the courses analyzed. The discussions brought reflections on curricular issues that permeate the training process, showing that there are still many challenges to be overcome, especially in the area of Mathematics, regarding the contrast between specific and pedagogical knowledge. Mathematical knowledge often loses its active structure, making it necessary to think about an articulation between theoretical and practical. ; La formación de docentes y el currículo de la educación básica han sido repetidamente un tema destacado en el campo de la investigación, en el contexto de la educación brasileña. Así, el artículo busca proponer reflexiones sobre los planes de estudio de los cursos de formación de profesores de Matemáticas del IFCE y sus implicaciones para la práctica ...
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