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SILVA, J. P. Continuing Education for Mathematics Teacher: identification of reflective practice evidence in a case study scenario of formation process realized by through projects. 2017. 147 f. Dissertação (Mestrado) – Instituto de Matemática e Estatística, Universidade de São Paulo, São Paulo, 2017. In this work we studied a continuous formation proposal for mathematics teachers of Basic Education, inserted in OBEDUC Mathematics Teaching in Elementary School, developed at the Institute of Mathematics and Statistics, University of São Paulo, in the biennium 2013/2014. From collected data during the participation of a group of four teachers in the proposed activities in the period, we analyzed to what extent such training process favored in research subjects the development of a reflective practitioner profile. We based this paper on the Reflective Practitioner Development Theory, by Donald A. Schön, who argues that the reflective practitioner is one that provides a means to encourage the learning of their students and also advocates practical training as a technique for development of professional skills necessary for the profession. By means of reflection on practice and the practice, the teacher can develop autonomy in order to expand their repertoire to work with students and make himself fit to promote in various individual situations of the school environment, the learning in classroom. From the point of view, we investigated and analyzed the participation of teachers in two moments: at work as intemship supervisors of the students of the IME-USP Graduation course, and the development and implementation of authorial projects produced with the support of OBEDUC participants.

Formação contínua do professor de Matemática: reconhecimento de indícios de prática reflexiva em um estudo de caso de processo de formação realizado por meio de projetos