This research presents discussions about the continuing education of Mathematics teachers and
Blended Teaching, as aspects that correlate to the teacher pedagogical process. The research
purpose was to understand in which aspects a continuing education course, based on Blended
Teaching, can contribute to the pedagogical process of Mathematics teachers regarding to the
reflection of the pedagogical practice itself. Considering this purpose, the research participants
were six professors who work in Technical Professional Education of Medium Level and in
Higher Education. It is a qualitative research, in which the action research was used as a strategy
for its development, it was structured in three phases: formative actions planning,
implementation and evaluation. Regarding the techniques and instruments for the data
production, the following were used: conversation wheel and observation; field day-book, audio
recordings, questionnaires and teacher’s productions during the course. The research data were
organized and interpreted through Discursive Textual Analysis, and showed that continuing
education is primordial for the teacher pedagogical development and to the teaching and
learning process. They also demonstrated that technologies are allied to the teacher in teaching
practices; giving dynamism to his work in the classroom. The results indicate that it is necessary
that the educational institutions encourage the formative processes in the school context,
considering the particularities of the knowledge areas based on the reality lived by the teacher.
Concerning the pointed aspects of the continuing education course contribution for the
reflection of the pedagogical practice itself of the Mathematics teachers, research participants,
it can be highlighted: the planning importance for the teaching actions organization in the
classroom; understanding that technologies can support the teaching and learning process;
teacher’s reflection as a classroom manager; and finally, the recognition of the relevance of
continuing education for the pedagogical process and pedagogical practice improvement.
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