The current research, that has nature qualitative in the research-action category, happened in
the initial series of the Elementary School, in three schools of the rural area in Marabá (PA).
The investigation was conducted in the line of research by Training of Science and
Mathematics Teachers, linked to the Graduate Program in Science and Mathematics Teaching
of the Instituto Federal do Pará, Universidade Federal Pará. For this investigation, we try to
answer the following question: In what terms, a proposal for continued formation, in service,
contributes to lead the didactic-pedagogical work of the teacher while teaching Mathematics
in the initial series of the Elementary School in rural area schools? The idea was to do an
investigation to understand how a proposal for continued formation in service can contribute
to lead the didactic-pedagogical work of the teacher in the mathematics teaching in the initial
series of the Elementary School in rural area schools. During the investigation, there were the
participation of five educators from the initial series of the rural area schools of the city of
Marabá, Southeastern of Pará State. The selection of those educator was based on the
following criteria: i) To be an effective teacher of the city; ii) To have at least ten years of
teaching in rural area schools on initial series and iii) To participate of the continued
formation in the education network. The formative moments were articulated in 4 stages with
two meetings each. The product of this research was the elaboration of a proposal of
continued formation, in service, destined to the pedagogical coordinators of the rural area
schools. The investigative instruments used were: questionnaire; semi-structured interview;
observation and vídeo recording of the classes and direct intervention of the researcher in the
didactic-pedagogical action of the teacher, followed by the process of reflection on the action.
To understand the phenomenon investigated, it was used the Textual Analysis Discursive,
according to Moraes and Galiazzi (2011); It were considered the theoretical contributions of:
Alarcão (2011); Fiorentini and Nacarato (2005); Freire (1987); Imbernón (2006, 2009); and
Tardif (2014). The collection and the organization of the empirical material, as well as the
analysis of the selected material to compose the plot that answered the question of research
gave rise to two axes of analysis: i) The teachers' comprehension about the continued
formation and its practices, ii) The Teaching knowledge involved in the Pedagogical Practice:
reflections about the teaching action. The analysis revealed that teachers attribute the
difficulties in mathematics teaching to: a) the process of formation that they experienced; b)
the continued formation has contributed little to improve the pedagogical practices; and c) the
pedagogical coordinators who are not involved in teaching actions. In addition, teachers
revealed that the proposal of the continued formation in service built on this research
contributed significantly to the perception that there are other ways to organize the teaching
practices to involve the experience knowledge and the profession. Another relevant aspect,
according to the teachers, it was that formative experience happened in the work context and
to provide another look about the actions related to the classroom, guiding the act of teaching
and learning, not only the teachers when teaching Mathematics, but the students as they learn
mathematics. However, the teachers recognized that it is necessary to train continuously to
meet the demands of teaching.
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