This study analyzed perspectives from Mathematics teacher educators in the State University
of Pará (UEPA), focusing on how to educate reflexive teachers who are also researchers of
their own teaching practices. Such an approach advocates for an epistemology of professional
practice in conjunction with research as a formative principle; one of its ideas consists of
building knowledge concerned with practical needs, so to respond to complex demands posed
by teacher’s initial education. The study goal is to understand aspects of initial education on
which teacher educators base their action, in order to develop teaching process towards
educating teachers, both reflexive and researchers of their own practices. In a specific manner,
the study set out: to map the reflexive and researcher teacher concept, as it is engaged with by
theorists in the field; to identify the idea of a reflexive and researcher teacher, as it is
described by Mathematics teacher educators within UEPA; to verify how, in the educator’s
speech, an initial practice is aligned to the reflexive and researcher teacher theory; to outline
possible contributions to professional development of teachers based on a reflexive and
research-informed practice, as it is discussed by the literature and by the Mathematics teacher
educators from UEPA. The research subjects are five teacher educators from the
undergraduate course of Mathematics in UEPA. The research adopted a qualitative approach,
with the theoretical and methodological framework based on en empiric study, to be
developed through the technique of semi-structured interview, in conjunction with
bibliographical research. Results showed that teacher educators’ ideas regarding reflecting
over practices is related to two other ideas: a first one which limits such a reflection to what
takes place in the classroom; and another one which goes beyond the classroom, as it analyzes
context and political questions as important factors to be taken into consideration, also
demonstrating an alignment between this idea and more critical theoretical references among
Mathematics educators. Regarding research and reflection over professional teaching
practices, results show as pathways: the act of relating high education contents with episodes
and problem-situations of Elementary education, something to work as a source of study and
research; the method diversity; the teaching being planned and developed with other
educators, with activities in training and evaluations, both as moments to understand and
realign teaching practices. They also lead to affirming how research is a necessary condition
for educators who act upon the initial education, as it allows them to widely gaze at teaching,
as well as to amplify their autonomy and professional development, in order to make sure
there are changes in teaching practices. Regarding contributions of reflection and researching
on practice for teacher professional development, they describe educators’ major engagement
with research groups, with studies about teaching methodologies, and concerns related to
outlining a curriculum oriented for reflecting upon practices for improving teachers’ action in
elementary education. However, they also reveal that initial education lacks approaching
reflections on educational policies and wide social questions.
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