Pesquisa na formação de professores que ensinam Matemática: articulações entre teoria, prática e desenvolvimento profissional

Abstract

This article analyzes the contributions of research to the education of teachers who teach Mathematics, discussing its role in teachers’ professional development and in improving pedagogical practices. This qualitative study is grounded in the literature on teacher education, educational research, and professional development, as well as in reflections produced within Discussion Group 5 (GD5), held as part of the Regional Forum on Initial Education of Teachers Who Teach Mathematics – RS. The analysis was organized into four axes: the teacher as a producer of knowledge; the teacher as a researcher and reflective practitioner; the relationship between theory and practice; and research as an element of professional development. The results indicate that research fosters teacher autonomy, critical reflection, knowledge production, and the educational practices transformation. It is concluded that research, especially when developed in collaborative contexts, constitutes a structuring dimension of the education and professional development of teachers who teach Mathematics.