MEC Ordinance 2117/2019: Challenges faced by mathematics teaching degree students from the perspective of content knowledge

This article aims to analyze the development of content knowledge and the challenges faced by prospective mathematics teachers in light of the implementation of MEC Ordinance No. 2117/2019. This qualitative research was conducted with 17 students enrolled in a Mathematics teaching program at a federal institute in Minas Gerais, Brazil. Data collection was conducted through a semi-structured questionnaire and interviews, involving all 17 students. The theoretical framework was based on the concept of professional teaching knowledge and the different modalities of education. The results indicated signs of content knowledge development among the students, with the main challenges identified being the need for autonomy, focus, and quality internet access.