The articulation between initial and continued education of teachers who teach mathematics: the case of Pedagogical Residence of Unifesp

Abstract

This paper presents and analyzes actions articulated of initial and continued education of teachers in Universidade Federal de São Paulo, that were made on three fronts: supervised internships, the course of methodology of teaching of the Mathematics and an workshop carried through in the school-field. Having as focus the learning of the teacher who teaches mathematics, proves it collaborative activity in the teacher’s formation as process that makes possible the appropriation of new forms of making of the professor and, in such a way, the attribution of new qualities to its teaching activity. Such teaching activity, understood in accordance with the historical-cultural theory as the process of work of the professor, consist in the necessary joint between the practical and theory and it was possible by implemented actions of formation in space of collective work.