Discussing the “Pedagogical Nonconformities of the Teacher Who Teach
Mathematics in the Early Years” leads us to several reflections on the process of
teaching and learning, turning our gaze on the role of the teacher who focuses on the
Magisterium of the Early Years in all its complexity. This Course Completion Paper
(TCC) was motivated by the question: What elements are evidenced by teachers
who teach Mathematics in the Early Years regarding the limitations of their practices?
It aimed to analyze the elements that interfere in the teaching and learning process,
causing nonconformities to teachers who teach Mathematics in the Early Years, in a
public school in the city of Castanhal/PA. And, specifically, it sought to: a) observe,
identify and describe the elements evidenced by teachers in relation to limitations in
the teaching of Mathematics; b) discuss on a theoretical basis the conceptions of the
participating teachers about the teaching of Mathematics for life. The results point to
the need to restructure the Mathematics training standards offered in Pedagogy
courses, prioritizing discussions and reflections on the role of the Mathematics
teacher for the Early Years, as well as the mobilization of mathematical knowledge
regarding the mastery of the object of study (Mathematics itself) and regarding the
teaching processes (Mathematics Education).
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