This academic work had as objectives to analyze the knowledge of a teacher that works in the Education of Young and Adults in the city of Cametá-PA, as well as to identify, from their conceptions about their strategies and methodologies used in the accomplishment of the classes, and to see the interest and learning difficulties of the students. For this, it is theoretically based on the studies of D'Ambrosio (2005) in discussing ethnomathematics, Tardif (2002) and Pimenta (2002) for evidencing aspects of teacher knowledge. As a methodological procedure, we opted for field research, allied to quantitative analysis and bibliographic review. The data collection was performed through a questionnaire with five questions and an interview script, also with five questions, recorded in audios and transcribed for analysis. Analysis indicates that the teacher recognizes that the knowledge coming from the daily practices of the students potentiate the proposition of practices in the classroom. In addition, knowledge is a confluence of knowledge, such as experience, curricular, disciplinary and knowledge.
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