Saberes da experiência docente em Matemática e educação continuada

Abstract

In this paper, the experiential knowledge that teachers of mathematics report and reflect upon in an in-service educational course are analyzed. After theoretically discussing the problem of in-service education within in the context of professional knowledge and, particularly, discussing experiential knowledge, three narratives of classroom experiences presented during an in-service education course in the city of Itu, SP, Brazil are analyzed. The analysis of these narratives shows that the knowledge “in action” produced by the professors when reflecting on their work in the classroom is complex and has multiple meanings. This analysis also shows that, when well explored, the readings about from “educational science”, are fundamental for teachers to problematize this knowledge under and brig a new view to it.