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This text aims at sharing perceptions of a group of teachers in Basic Education regarding a set of actions carried out in a research/intervention in the Program Observatory for Education (Inep/Capes notice 049/2012). This investigation is qualitative, and its purpose was designing and problematizing educational practices that promoted changes in Mathematics school syllabus, especially in Primary School. The research material consisted of semi-structured interviews carried out with six teachers of public schools participating in this Program; researchers, Master’s degree students and undergraduate students also took part in it. The content of the teachers’ interviews pointed to the fact that theoretical-methodological discussions and the activities performed in weekly study meetings enabled reflection and changes in the school syllabus regarding contents, methodologies and assessment. The interviewees specifically stated that, due to their participation, significant changes occurred in their educational practices, especially through more dynamic methodologies that made students proactive during classes.

PROGRAMA OBSERVATÓRIO DA EDUCAÇÃO: POSSIBILIDADES PARA (RE)PENSAR O CURRÍCULO DE MATEMÁTICA DO ENSINO FUNDAMENTAL