In this dissertation, entitled “Teachers knowledge in continuing teacher training to teach
Mathematics in cycle of the Literacy, aimed to investigate under what conditions the teaching
knowledge are mobilized from the continuous training of literacy teachers. In this research the
discussion was woven around the teaching knowledge mobilized in literacy practice. The
themes make up this study: Knowledge Teachers; Continuing Teacher and Training and
Literacy Mathematics, were discussed in the theoretical perspective of the Shulman (1986;
2005), Gauthier (2013) and Tardif (2014). For these authors the teachers are subjects that
mobilized knowledge in classroom practice. Based in Imbernón (2009; 2011) built the
discussion of the teaching training in a perspective of professional development. With regard
to numeracy used studies of Fonseca (2004; 2009; 2014). For the author, the teaching of
Mathematics can be done from the reading and writing of various genres, in other words, a
mathematical literacy in perspective of the literacy. The research was context the federal
program National Pact for Literacy in the Middle One. The locus of the investigation was the
city of Marabá, Pará State, Brazil. The subjects of this study were five literacy teachers. The
survey was conducted between March 2014 and January 2015. The construction of the
information was given from the records of the activities carried out by literacy teachers during
the municipal formation meetings, yours practice reports and their experience reports. The
methodology used was the Textual Analysis Discourse. The analysis categories emerged
from survey: a) the relationship with the mathematical knowledge; b) the teaching knowledge
mobilized in practice literacy; and c) a new relationship with the mathematical knowledge. It
can be argued that from the continuing education and everyday educational activities teachers
mobilize a plurality of knowledge: Experience knowledge, content knowledge, pedagogical
knowledge, curriculum knowledge and knowledge of the science of education, necessary for
the practice literacy mathematics.
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