Professores de Matemática em atividade de ensino de álgebra: Apropriações da teoria histórico-cultural

This article aims to present the evidence of the appropriations of a group ofmathematics teachers who, discontent with the situation of teaching algebra, participated in a training course. In this course, teachers had contact with the cultural-historical theory and guiding activities. This is a qualitative study which used a teaching experiment carried out with a group of mathematics teachers in Basic Education. The main results of this research indicate the importance of training activities that enable teachers to put up a movement of meaning production to learn and teach algebra in a proposal that understands mathematical knowledge as a historical and cultural product.