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Este artigo tem por objetivo expor um estudo acerca do fenomeno “leituras-de-praticas-de alfabetizacao-matematica” adotando a postura fenomenologica, assumindo a formacao docente como um movimento continuo e permanente. A luz do fenomeno explicitado, destaca-se o entendimento que a escola e o locus de diversos fenomenos, apresentando-se como espaco privilegiado de forma-acao docente. Nesse movimento, o professor colabora com seus colegas e o inverso tambem ocorre, colocando-se como aprendizes ininterruptamente, colaborando na sua formacao profissional e na de seus colegas de trabalho, refletindo sobre a acao docente, revisitando e aprimorando sua pratica e contribuindo com o aperfeicoamento dos profissionais da escola. O permanecer em forma-acao requer uma atitude de pre-ocupar-se e ocupar-se com o planejado, o modo como esse se dirige ao vivido e para o vivido. Logo, temos explicito o tempo da escola que abarca o cronologico e o vivido. Nesse contemplar dos tempos, chronos e kairos, na docencia, o presente artigo exibe o relato da pratica docente de uma das autoras enfatizando o encontro com um de seus pares, o aluno, pautado na necessidade que esta observou da nao clareza de significados de juntar, acrescentar, separar, comparar e completar ao trabalhar jogos destinados ao ciclo de alfabetizacao no inicio do ano letivo. O trabalho de retomada se deu acerca da resolucao e elaboracao de problemas que envolviam tais situacoes aditivas. Destacamos que nesse trabalho pedagogico, pode-se experienciar a disparidade no encontro dos tempos planejado e vivido, fazendo-a refletir e assumir a postura constante de planejar, executar e replanejar a pratica educativa e, principalmente, o repensar o tempo na educacao em tempo integral.   Palavras-chave: Leitura-de-Praticas. Forma-Acao. Fenomenologia. Tempo Cronologico e Vivido.   Abstract This article aims to present a study about the phenomenon of "readings-of-practices-of literacy-mathematics" adopting the phenomenological posture, assuming teachers education as a continuous and permanent movement. In the light of the explicit phenomenon, the understanding stands out that the school is the locus of several phenomena, presenting itself as a privileged space of teaching form-action. In this movement, the teacher cooperates with his / her colleagues and the reverse also occurs, placing himself as an apprentice uninterruptedly, collaborating in his/her professional training and that of his / her co-workers, reflecting on the teaching activity, revisiting and improving their practice and contributing to the improvement of the school's professionals. To remain in action-form requires an attitude of pre-occupying oneself and being occupied with the planned, the way in which it is directed to the lived and the lived. Therefore, we have explicit the time of the school that includes the chronological and the lived. In this contemplation of the times, chronos and kairos, in the teaching, the present article presents the report of the teaching practice of one of the authors emphasizing the meeting with one of its peers, the student, based on the necessity that this one observed of the not clarity of meanings of joining , add, separate, compare and complete when working games for the literacy cycle at the beginning of the school year. The work of resumption was about the resolution and elaboration of problems that involved such additive situations. We emphasize that in this pedagogical work we could experience the disparity in the meeting of the times planned and lived, making it reflect and assume the constant posture of planning, executing and replanning the educational practice and, mainly, rethinking the time in education in time integral.   Keywords: Reading-of-Practices. Form-Action. Phenomenology. Chronological and Lived Time.

Leituras-de-Práticas-de-Alfabetização-Matemática: Modos de Permanecer em Formação