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This study approaches the planning of a set of Algebra and Geometry activities, whose theoretical support was the field of mathematical investigation. The main purpose of the investigation that generated them is problematizing the strategies for solving investigativeexploratory mathematical activities, designed in studies connected with groups of teachers of the Yearly Years, focusing on examining which theoretical-methodological learning is triggered by them, by taking into consideration the relationship of teaching-learning-evaluating based on their own experiences. The research material emerged in weekly meetings the researchers attended; the researchers were undergraduate and graduate students and teachers of Primary School. Early results point to the need for combined planning that demands a considerable amount of time for theoretical-methodological discussions.

FORMAÇÃO DE DOCENTES DA ESCOLA BÁSICA, ÁLGEBRA E GEOMETRIA: UM ESTUDO NA PERSPECTIVA DA INVESTIGAÇÃO MATEMÁTICA