Constitution of a formative project: Implications for the teacher who teaches math

Abstract

This article aims at discussing aspects of a formative project from the culturalhistorical theory perspective. The project involves Elementary Education teachers who teach, future teachers of mathematics and graduate students. It is constituted from a survey conducted under a project supported by the Education Observatory/INEP/CAPES/Brazil). The data analysis shows that, by participating in a formative project, Elementary Education teachers become authors of teaching activities by acquiring didactic and pedagogic autonomy, contrary to the false idea that they are mere executors of proposals thought by, only and exclusively, university experts. Furthermore, the formative project provides teachers with the acquisition of a general mode of teaching organization, in a humanizing perspective, the development, implementation, and evaluation of educational activity as movements that invite them to participate in an engaged way in the project.

Keywords: teacher education of those who teach mathematics, pedagogical activity, formative project.