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We present in this article a synthesis of how a skills upgrading activity in mathematics can be structured, based on the perspective of Historical-Cultural Theory, with emphasis on the actions, through which the training activity is performed. These were evidenced through a doctoral research and constitute one of the products resulting from a network research project, made possible by the Programa Observatório da Educação (Learning Observatory Program). The analysis of the investigated phenomenon, the forming actions, were based on the theoretical and methodological principles of the Historical-Cultural Theory and the Theory of the Activity, and the results highlight how an activity of formation in mathematics can be structured, highlighting the actions which have the potential to develop the theoretical thinking of teachers, involving a link between theory and practice 1 Doutora em Educação. Pós-doutoranda no Departamento de Metodologia de Ensino da Universidade Federal de São Carlos/UFSCar. E-mail: anapaula.glad@gmail.com 2 Doutor em Educação. Professor titular no Departamento de Metodologia do Ensino e Educação Comparada da Universidade de São Paulo/FEUSP. E-mail: modmoura@usp.br 63 RPEM, Campo Mourão, Pr, v.8, n.15, p.62-88, jan.-jun. 2019. in the constitution of pedagogical praxis. We emphasize, in this sense, the importance of the partnership between university and Basic Education in the realization of training activities, including the school as a place of formation and learning, for teachers and researchers, focusing on the socially constructed meaning for pedagogical activity which, in our perspective, is given by the understanding of school education as a way for psychic and human development.

revista paranaense de educação matemática

AÇÕES FORMADORAS EM ATIVIDADE DE FORMAÇÃO CONTÍNUA COM PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS DA ESCOLARIZAÇÃO: UMA INICIATIVA NA PERSPECTIVA DA TEORIA HISTÓRICO-CULTURAL