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ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou acoes propostas em uma disciplina de Pratica de Ensino, identificando aquelas que podem ter possibilitado a construcao de conhecimentos tecnologicos e pedagogicos de conteudo, por egressos de um curso de Licenciatura em Matematica. Dentre as acoes identificadas, duas sao relacionadas a aprendizagem da docencia, uma vivenciada na sala de aula da disciplina, em que o academico teve colegas como alunos, e a outra realizada no espaco da escola, em que o academico assumiu a regencia de uma aula de matematica em escolas de Educacao Basica. O objetivo neste artigo e analisar essas duas acoes e possiveis relacoes com a construcao de conhecimentos tecnologicos e pedagogicos de conteudo matematico. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matematica, que realizaram a disciplina de Pratica de Ensino e concluiram o curso, no periodo de 2010 a 2015. A partir da analise de “falas de egressos”, concluiu se que as duas acoes propostas na disciplina de Pratica de Ensino, nas quais os professores em formacao tiveram a oportunidade de praticar a docencia, podem ter oportunizado a construcao de conhecimentos tecnologicos e pedagogicos de conteudo matematico. Nessas acoes, esses egressos tiveram que estudar conteudos matematicos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Pratica de Ensino. Formacao Inicial. Matematica. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.

Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática