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This paper is based on results of research conducted with subjects from five universities in the city of Sao Paulo - Brazil, to investigate perceptions of prospective teachers related to mathematical knowledge of teaching, curriculum and planning, as well as the constitution of professional identity. The theoretical framework was constructed based on Shulman (1987), Ponte and Oliveira (2002), Schon (1995) and Tardif (2002). This research is classified as qualitative and the analysis was interpretative. The data consisted of questionnaires and interviews. It was observed that these future teachers do not perceive themselves as experts on specific topics that they are required to teach, such as: Operations with Fractions, Geometry, and Data Processing. It was concluded that, to encourage these future teachers to use methods, techniques and innovative materials and to promote better development of professional knowledge, it is necessary to balance the Theory x Practice equation throughout their university education, and that partnerships between universities and schools may be one way to achieve this.

Percepções de concluintes de pedagogia sobre a formação inicial do professor para a docência de matemática