The objective of this research is to understand how the teachers of the
Islands of Belém consist as teachers throughout a trajectory of professional
formation in the partner-cultural conditions of this region with prominence to its
mathematics knowledge. It is about teachers located in schools of five Islands
managed by Belem City Hall and Para government Pará. Once diversified forms
of knowledge are involved, we theoretically base our research in the authors:
Tardif, Lorenzato, Fiorentini e Lorenzato, Imbernón, Smole e Diniz, Charlot,
Zabala e Perrenoud. The methodology is based on the researcher’s participant
observation (also called Ethnographic) and in the qualitative analysis of the
obtained information. The research is based on the inquiry that searched to
understand how the teachers in Island of Belém had formed with registered
data: in the historical-cultural identification of the islands, of the respective
schools, through interviews with the respective teachers, through data obtained
in classroom through the mathematics course for initial series for teachers of
the island, photos, videos and sound recording. The research shows that the
teachers of initial series deal with mathematical concepts in classroom, thus
they teach mathematics. It evidences the challenges and the necessity of a
deeper knowledge of these concepts, as well as the perseverance before the
difficulties found in the search of continued formation and also in the
development of the teacher’s practice. The analysis shows that these teachers
elaborate and elaborate again their knowledge through the development of their
professional practice and also it identifies the search for knowledge by these
teachers.
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