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This paper presents reflective writings of Basic Education teachers who teach mathematics, arising from individual and collective syntheses made during a qualitative research, participant and longitudinal type, with work methodology called collaborative partnership, whose theme was related to the development of educational products . From interpretive analysis were defined the themes: difficulties and teacher questions on curriculum implementation that disregard their interests; definition of educational activity and questions about mathematical truths presented at teacher training and do teaching. Reflective writing enabled us to understand pedagogical discourses guiding the school practices of teachers, revealed anxieties that come forward during the process of professional forming themselves-teaching and problematized the organization of schooling they provide.

Escritas reflexivas de professores que ensinam matemática enquanto desenvolvem produtos educacionais, coletivamente